The effect of exercise on social behavior and academic achievement in teenagers in a school-setting

This study about the effect of early morning exercise on social behavior and academic performance three times per week for a time period of four months was conducted with sixth grade students at a German school (Hauptschule). There were a total of 44 children (28 boys) involved in the study, 24 children (15 boys) in the intervention group and 20 children (13 boys) in the control group. The intervention group received exercise lessons on the days per week whereas the control group had normal lessons during the same time. In total, 36 extra exercise lessons took place during the study period. The main findings were:
The performance in the subject of German increased in the intervention class whereas it decreased in the control class. The difference between the performances was significant (p=.03). Quantitative data from the d2 test of Attention carried out before and after the study period, showed that the students in the intervention class did numerically better in all four variables than the students in the control class on the second day of measurement. Data from the teachers’ list of social and studying behavior revealed that the students in the intervention class showed positive behavioral changes regarding alertness, i.e., their ability to concentrate on a specific task and their sustained attention during a lesson increased. Teachers who taught in both classes observed that the attitude amongst students in the intervention class changed for the better.
In conclusion, analysis of the data revealed either positive or no effects on the students of the intervention class in that their grades and attention enhanced or remained the same and their social behavior was observed as improved. No negative effect was revealed by the fact that the intervention group had less normal lessons.