Previous studies demonstrate variable effects of physically active learning on cognition, academic achievement, and classroom behavior. Moreover, understanding of how the dual-task nature of incorporating physical activity with instructional activities may immediately impact upon learning remains in question. The present study examined the acute effects of physically active instruction on acuity of the approximate number system and on-task behavior in preschool-aged children. Using a randomized within-participants repeated-measures crossover design, children completed a computerized approximate number system acuity task before and after engaging in either 20-min of either physically active or conventional sedentary instruction during two separate, counterbalanced sessions. The conventional sedentary instruction consisted of activities previously demonstrated to strengthen approximate number representations at very light intensity corresponding to 21% heart rate reserve whereas the physically active instruction consisted of comparable activities integrated with physical activity at light-to-moderate intensity corresponding to 2265 38% heart rate reserve. Findings revealed that following a single bout of physically active instruction at low-to-moderate intensity, preschool-aged children exhibited enhanced on-task behavior relative to following conventional sedentary instruction. Although no physical activity-related effects were observed for median reaction time or response accuracy (as indices of approximate number system acuity), preschoolers accrued 931.3 ± 8.2 more steps and an additional 9 minutes at or above light intensity activity during the physically-active instruction. Accordingly, these findings provide evidence to suggest that physically active learning is an appealing approach that does not compromise instructional time, may reduce the need for redirecting off-task behavior, and ultimately enables children to accrue the many benefits associated with increased physical activity.
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