The observed magnitude of the relation between physical activity and health varies considerably, especially in children (Rowlands, Ingledew, & Eston, 2000). However, an active lifestyle contributes significantly to health and the prevention of diseases (Janssen & LeBlanc., 2010) and has been further linked to an equate development of motor and cognitive functions (Erickson, Hillman, & Kramer, 2015). The World Health Organization recommends children to participate in sufficient PA by engaging in moderate-to-vigorous physical activity for at least 60 min daily per week. Schools are important settings for the promotion of children’s physical activity. Through commuting, breaks, and physical education lessons they provide regular opportunities for children to be active. The application of PA at schools is very important; primary school can increase the physical activity of children from moderate to intensive, for example, time of the breaks (Powell et al., 2016). Low PA and long sitting, for example, in lessons, as well as immobility during breaks lead to poorer learning achievements in children (Syväoja et al., 2013). Children who have increased PA levels from moderate to severe before 11 years of age achieve better learning outcomes at the age of 11, 13 and 16 (Booth et al., 2014). This indicates that PA in primary classes is a very important factor. Physical activity (PA) researchers have often proposed the necessity of school-affiliated PA, suggesting that the time spent in PA would benefit health and might contribute to academic performance.

The purpose of this study was to estimate participation of physical activity and mathematical achievements in elementary school children.

Methods. The experimental group included 36 girls and 34 boys aged 6-7 years old. Their mean weight and height were 24.3 ± 0.9 kg and 1.25 ± 0.11 m for the girls, and 29.3 ± 0.6 kg and 1.33 ± 0.09 m for the boys. The control group included 35 girls and 33 boys aged 6–7 years old, attending the same school. Their mean weight and height were 22.3 ± 0.7 kg and 1.24 ± 0.1 m for the girls, and 28.4 ± 0.7 kg and 1.36 ± 0.07 m for the boys. The methodology of innovative physical education classes was based on the DIDSFA model (dynamic exercise, intense motor skill repetition, differentiation, physical activity distribution in the classroom). The evaluation of physical activity . Children’s Physical Activity Questionnaire (Corder et al., 2009) was used. Academic achievements were assessed using Mathematical diagnostic progress tests and mathematical learning achievements according to curriculum content.

Results. The post-test of the experimental group boys (1320.24 MET, min/week) was to analyse average physical activity in comparison with the girls of the experimental group (840.60 MET, min/week). Statistically significant difference was found during the analysis of average MET per boy (1390.45 MET, min/week) in comparison with the girls (880.27 MET, min/week, p < .05). Mathematics Diagnostic Progress Tests post-test of the experimental group for both girls and boys indicated satisfactory levels (p < .05). Conclusion. It was established that properly construed and purposefully applied complex of the innovative physical education classes for elementary school children led to statistically significant changes in the dependent variables: increased physical activity and academic performance. The findings of this study add evidence and detail to the proposition that an association exists between physical activity and academic achievement of the elementary school children.

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