Classroom energizers improved on-task behaviour, but PA during a classroom task showed no improvement¶
Claim · All claims
Evidence · 1 study · reviewr3·q2
Currency · newest study 2014 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Performing energizers led to significant improvement of time on task (Mahar et al. 2006), but energizers performed during a classroom task showed no improvement (Grieco et al. 2009). → Janssen M 2014
Evidence¶
Janssen M 2014¶
Janssen M, Toussaint HM, van Mechelen W, Verhagen EALM. (2014). Effects of acute bouts of physical activity on children's attention: a systematic review of the literature. SpringerPlus. https://doi.org/10.1186/2193-1801-3-410
q2 · i? · review · r3
Review reports two observational school studies: Mahar et al. (2006) observed significant on-task improvement (8%, p = 0.017; low performers 20%) after 10-min energizers; Grieco et al. (2009) found no decrease of time on task after PA during classroom tasks (p < 0.001 vs inactive lesson).
"Performing energizers led to a significant improvement of time on task (i.e. the time in verbal or motor behaviour that followed the class rules and was appropriate to the learning situation) after performing the energizers (Mahar et al. 2006), but when these energizers were performed during a classroom task, no improvement was found (Grieco et al. 2009)."
Discussion¶
Related Claims¶
- Systematic implementation of Energizers improves on-task behavior during academic instruction in third- and fourth-grade students — related
- The least on-task students show the largest improvement after Energizers activities, improving on-task behavior by 20% — related
- Classroom physical activity increases children's on-task behaviour, with no consistent gain on attention or other cognitive tests — a broader claim this one bears on
- CB-PA interventions show no significant improvement in attention or on-task behavior in two of the twenty reviewed studies — related
- In two reviewed studies, CB-PA improvements in attention measures were moderated by other variables such as cognitive engagement and timing — related
- A classroom-based physical activity program (Energizers) increases children's daily in-school physical activity compared with no program — related
- Physical activity interventions in childhood improve on-task behaviour with a large summary effect, based on very low-certainty evidence — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
energizers-on-task-behaviour-effect |
title |
Classroom energizers improved on-task behaviour, but PA during a classroom task showed no improvement |
description |
Classroom energizers improved on-task behaviour, but PA during a classroom task showed no improvement |
status |
review |
evidence_strength |
weak |
newest_evidence |
2014 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — janssen-m-2014 |
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