Ready to Learn: The Impact of the Morning Blast Physical Activity Intervention on

Elementary School Students by Xu, Tingting & Byker, Erik & Gonzales, Monica (2017)
explored the benefits of exercise before school. The participants were 7 educators and 83
students (n=90). The students were all children who were enrolled in Grades 3, 4, and 5 in a
semi-rural elementary school/. The findings were Students in the experimental group were found
to have: (1) increased scores on math standard score, (2) greater confidence in their academic
ability, and (3) had more accumulated steps compared to students in the control group. Students
in the experimental group also reported that they were more “ready to learn” after completing the
physical activity intervention. This finding was also confirmed by their teachers. The authors
suggested this study demonstrates how an increase in physical activity during the morning time
has positive benefits for students throughout the school day. This literature is related to CSTP
5.2 in that it collects a variety of formal and informal assessment data on student learning. As a
teacher leader, this article reminds me that I should use data analysis of a broad range of
assessments to provide comprehensive information to guide planning and differentiation of
instruction.
The Effects of Physical Activity on Positive Emotions in Children and Adolescents: A
Systematic Review and Meta-Analysis by Li, Huang, Si and Shao (2022) examines the effects of
physical activity on positive emotions in children and adolescents. Data drew from a total of 24
articles representing 3907 participants from 14 different countries.. The findings were positive
emotions were statistically better in the physical activity participation group than in the control
group without physical activity (SMD = 0.62, 95% CI: (0.24, 1.01), (p < 0.01). Based on
subgroup analyses, we found that participation in aerobic exercise for 30–60 min in adolescents
aged ≥12 years had a more significant intervention effect on positive emotions. The authors
suggested These findings indicate that the moods of children and adolescents who participate in
physical activity significantly improved compared with the moods of those who do not
participate in physical activity. This literature is related to CSTP 5.4 in that it can be used to
establish learning goals and to plan, differentiate and modify instruction. As a teacher leader, this
report reminds me that I should use data systematically to refine planning and differentiate
instruction.
These two articles suggest that movement in the morning, and in general are overall
beneficial to adolescents. However, whereas Xu, Tingting & Byker, Erik & Gonzales, Monica
recommends that students engage in physical activity in the morning before school starts, Li,
Huang, Si and Shao focuses on positive emotions related to physical exercise in adolescents.
Both studies report a positive correlation between physical activity and students. As a teacher
leader, this articles reinforce how beneficial it can be for students to have time for movement in
the morning before school.
Xu, Tingting & Byker, Erik & Gonzales, Monica. (2017). Ready to Learn: The Impact of the
Morning Blast Physical Activity Intervention on Elementary School Students. Movement, Health
& Exercise. 6. 10.15282/mohe.v6i1.137.
Li, J., Huang, Z., Si, W., & Shao, T. (2022). The Effects of Physical Activity on Positive
Emotions in Children and Adolescents: A Systematic Review and Meta-Analysis. International
journal of environmental research and public health, 19(21), 14185.
https://doi.org/10.3390/ijerph192114185