https://www.selleckchem.com/products/nhwd-870.html
This 8-week intervention examined the effect of two different types of classroom-based physical activity on math performance in elementary school children. Students in 4th and 5th grade (N=560; 32 classes, 9-11years old) from six schools were assigned to integrated physical activity (Move for Thought [M4T], n=221), activity break (AB; n=134) and a control group (n=205; usual instruction) for eight weeks. Students completed a standardised math test before and after the intervention. Programme fidelity was measured with a teacher daily l
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