The least on-task students show the largest improvement after Energizers activities, improving on-task behavior by 20%¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2006 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i3 The least on-task students improved on-task behavior by 20% after Energizers activities, a statistically significant and meaningful effect (ES = 2.20). → Mahar 2006

Evidence¶

Mahar 2006¶

Mahar, M. T., Murphy, S. K., Rowe, D. A., Golden, J., Shields, A. T., & Raedeke, T. D. (2006). Effects of a Classroom-Based Program on Physical Activity and On-Task Behavior. Medicine & Science in Sports & Exercise, 38(12), 2086-2094. https://doi.org/10.1249/01.mss.0000235359.16685.a3

q3 · i3 · causal · r2

Within the same multiple-baseline observation study of 62 students, the subgroup of least on-task students improved "on-task behavior by 20% after Energizers activities", significant at P < 0.001 with ES = 2.20.

"Likewise, the least on-task students improved on-task behavior by 20% after Energizers activities. This improvement was statistically significant (P < 0.001) and meaningful (ES = 2.20)."

Discussion¶

Related Claims¶

• Classroom physical activity increases children's on-task behaviour, with no consistent gain on attention or other cognitive tests — the general claim this finding bears on, with the studies behind it
• Systematic implementation of Energizers improves on-task behavior during academic instruction in third- and fourth-grade students — a broader claim this one bears on
• A classroom-based physical activity program (Energizers) increases children's daily in-school physical activity compared with no program — related
• Classroom energizers improved on-task behaviour, but PA during a classroom task showed no improvement — related