Forsking på fysisk aktiv læring

Vil du vite meir om forsking på fysisk aktiv læring? Her finn du ein oversikt over publikasjonar, rapportar og populærvitskapleg formidling.

Oversikt over HVL-publikasjonar

2026

  1. Buschmann Eriksen, P., Lerum, Ø., & Brekke Mandelid, M. (2026). ‘I wish I could fly’ exploring children’s experiences with movement in physically active learning. European Early Childhood Education Research Journal, 0(0), 1–15. https://doi.org/10.1080/1350293X.2026.2645034
  2. Chalkley, A., Helme, Z., Silva, E., Boom, S., Singh, A., Bloom, A., Pesce, C., Webster, C., Riley-Gibson, E., van Sluijs, E., McLoughlin, G., Resaland, G. K., Salmon, J., Bartholomew, J., Willumsen, J., Mägi, K., Clifford, L., Foweather, L., Mandelid, M. B., Kull, M., Lander, N., Nathan, N., Vazou, S., Fairclough, S., Tammelin, T., & Daly-Smith, A. (2026). Co-designing policy, practice, and research directions for whole-school physical activity: Towards sustainable culture change. International Journal of Behavioral Nutrition and Physical Activity. https://doi.org/10.1186/s12966-026-01937-6
  3. Daly-Smith, A., Mandelid, M. B., Morris, J., Norris, E., Kallio, J., Tjomsland, H. E., Archbold, V., Tammelin, T., Singh, A., Silva, P., von Seelen, J., Pesce, C., Salmon, J., Bartholomew, J., & Resaland, G. K. (2026). An international multi-stakeholder study on developing teacher capabilities and agency to implement and sustain physically active learning in schools. Frontiers in Sports and Active Living, 8, 1766380. https://doi.org/10.3389/fspor.2026.1766380
  4. Johansen, J. M., Mandelid, M. B., Reinboth, M., Resaland, G. K., & Bratland-Sanda, S. (2026). Pupils’ whole-school physical activity behavior reconsidered: A descriptive case-study of real-world practices. Research Quarterly for Exercise and Sport, 1–15. https://doi.org/10.1080/02701367.2025.2599881
  5. Mandelid, M. B. (2026). Framing the reframing: Empirical and theoretical foundations for moving from physically active learning to movement-centred pedagogy. Frontiers in Sports and Active Living, 7. https://doi.org/10.3389/fspor.2025.1712844
  6. Teslo, S. B., Dyngeland, E. H., Chalkley, A., & Mandelid, M. B. (2026). Fysisk aktiv læring i fremtidens skole: Perspektiver i politikk, forskning og praksis. Norsk Pedagogisk Tidsskrift, 110(2), 164–176. https://doi.org/10.18261/npt.110.2.6
  7. Tjomsland, H. E., Stokker, V., Kråkenes, A. T., Urke, H. B., & Mandelid, M. B. (2026). ‘It is more fun to try it out for yourself’: Lower secondary school pupils’ perceptions of physically active learning. Children & Society, 1–10.

2025

  1. Barth Vedøy, I., Skulberg, K. R., Johansen, P. F., Tjomsland, H. E., & Thurston, M. (2025). Promoting daily physical activity in Norway as a FYSAK school: A comparative longitudinal study of lower secondary school pupils. Frontiers in Sports and Active Living, 7, 1543741.
  2. Urke, H. B., Bakker, A. B., Hetland, J., & Tjomsland, H. E. (2025). Taking a playful approach to schoolwork: Associations with schoolwork engagement, school satisfaction, and school belonging. Journal of School Psychology, 112, 101486. https://doi.org/10.1016/j.jsp.2025.101486
  3. Dyngeland, E. S., Resaland, G. K., & Mandelid, M. B. (2025). Principals’ perceptions on integrating physically active learning through a continuous professional development programme. Teaching and Teacher Education, 166, 1–8. https://doi.org/10.1016/j.tate.2025.105193
  4. Jeppesen, L.S., Sandfeld, J., Smedegaard, S., Nielsen, G., Mandelid, M.B., Norup, M., Wienecke, J., Bugge, (2025). Implementation Outcomes and Recommendations of Two Physical Activity Interventions: Results from the Danish ACTIVE SCHOOL Feasibility Study. International Journal of Environmental Research and Public Health. (22)1, 67. https://doi.org/10.3390/ijerph22010067
  5. Johansen, J. M., Mandelid, M. B., Reinboth, M., Resaland, G. K., & Bratland-Sanda, S. (2025). Physical activity and content in a variety of physically active learning: An observational case study of real-world practices. Frontiers in Sports and Active Living, 6, 1504704. https://doi.org/10.3389/fspor.2024.1504704
  6. Mandelid, M. B., Johansen, J.-M., Resaland, G. K., Bratland-Sanda, S., Daly-Smith, A., Tjomsland, H. E., Thurston, M., & Reinboth, M. (2025). Beyond borders: Developing the core aspects of physically active learning enactment (CAPAbLE) model in the third space. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2025.2459905
  7. Mandelid, M. B., Tjomsland, H. E., Reinboth, M., & Thurston, M. (2025). Physically active learning in education discourses: Problem representations and subject positions in Norwegian policies. Journal of Education Policy, 0(0), 1–22. https://doi.org/10.1080/02680939.2025.2540346
  8. Pardali, E., Kjønniksen, L., Bratland-Sanda, S., Säre, E., Koni, I., Lemberg, G.M., Mäestu, E., Kull, M., Mandelid, M.B., Trangsrud, L.K. (2025) Pupils' Participation Roles in School-Based Physical Activity in the Context of Physically Active Learning and Recess: Experiences from Norwegian and Estonian Primary and Secondary School pupils, Frontiers in Active Sports and Living https://doi.org/10.3389/fspor.2025.1514764
  9. Pardali, E., Kjønniksen, L., Bratland-Sanda, S., Säre, E., Koni, I., Lemberg G.M., Mäestu, E., Kull, M., Mandelid M.B, Trangsrud, L.K. (2025). “I really want to decide” Norwegian and Estonian primary and secondary school pupils’ participation in decision-making in school-based physical activity. Children & Society https://doi.org/10.1111/chso.12939

2024

  1. Chalkley, A., Mandelid, M. B., Thurston, M., Tjomsland, H. E., Morris, J. L., Kallio, J., Archbold, V. S. J., Resaland, G. K., & Daly-Smith, A. (2024). Finding the sweet spot of physically active learning: A need for co-ownership by public health and education. Teaching and Teacher Education, 148, 104695. https://doi.org/10.1016/j.tate.2024.104695
  2. Mandelid, M. B. (2024). Ungdomsmeldingen: Gamle ideer gir fortsatt nye muligheter. Bedre Skole, 4, 18–23. https://www.utdanningsnytt.no/bedre-skole-fagartikkel-laereplaner/ungdomsmeldingengamle-ideer-gir-fortsatt-nye-muligheter/426395
  3. Pardali, E., Koni, I,. Säre, E., Lemberg, G.E., Mästu. E., Kull, M., Mandelid, M.B., Trangsrud, L.K., Bratland-Sanda, S., Kjønniksen, L. (2024) Pupils' experiences of affordances in school-based physical activity in Norway and Estonia. Teaching and Teacher Education https://doi.org/10.1016/j.tate.2024.104500
  4. Teslo, S., Chalkley, A., Jenssen, E. S., Glosvik, Ø., & Tjomsland, H. E. (2024). Many roads to Rome? Cultivating physically active learning. Scandinavian Journal of Educational Research, 1–20. https://doi.org/10.1080/00313831.2024.2419076
  5. Verdonschot, A., Beauchamp, M. R., Brusseau, T. A., Chinapaw, M., Christiansen, L. B. S., Daly-Smith, A., Eather, N., Fairclough, S., Faulkner, G., Foweather, L., Resaland, G. K., et al. (2024). Development and evaluation of the Capability, Opportunity, and Motivation to deliver Physical Activity in School Scale (COM-PASS). International Journal of Behavioral Nutrition and Physical Activity.

2023

  1. Chalkley, A., Mandelid, M. B., Singh, A., Resaland, G. K., & Daly-Smith, A. (2023). Reframing physically active learning as movement-centred pedagogy: A European priority action framework. International Journal of Behavioral Nutrition and Physical Activity, 20(1), 1–10. https://doi.org/10.1186/s12966-023-01503-4
  2. Mandelid, M. B. (2023). Approaching physically active learning as a multi-, inter-, and transdisciplinary research field. Frontiers in Sports and Active Living, 5, 1–8. https://doi.org/10.3389/fspor.2023.1228340
  3. Mandelid, M. B., Dyngeland, E. S., Stokke, R., Wergeland, T. C., Sandal, M. Ø., Stein, H., Eriksen, P. B., Teslo, S. B., Riddervold, S., Ottesen, C. L., Chalkley, A., Daly-Smith, A., Singh, A., Jenssen, E. S., Engelsen, K. S., Anderssen, S. A., Lerum, Ø., Klafstad, H., Ølmheim, J. E., … Resaland, G. K. (2023). Senter for fysisk aktiv læring: Sluttrapport 2018–2023. Høgskulen på Vestlandet. https://hdl.handle.net/11250/3084190
  4. Mandelid, M. B., Thurston, M., Reinboth, M., Resaland, G. K., & Tjomsland, H. E. (2023). ‘Just because it’s fun, it’s not without purpose’: Exploring the blurred lines of physically active learning. Teaching and Teacher Education, 133, 104297. https://doi.org/10.1016/j.tate.2023.104297
  5. Teslo, S., Jenssen, E. S., Thurston, M., Mandelid, M. B., Resaland, G. K., Chalkley, A., & Tjomsland, H. E. (2023). It’s the journey, not the arrival that matters: Teachers’ perceptions of their practice after participating in a continuing professional development program in physically active learning. Teaching and Teacher Education, 136, 104377. https://doi.org/10.1016/j.tate.2023.104377
  6. Teslo, S., Thurston, M., Lerum, Ø., Brekke Mandelid, M., Sørnes Jenssen, E., Resaland, G. K., & Eikeland Tjomsland, H. (2023). Teachers’ sensemaking of physically active learning: A qualitative study of primary and secondary school teachers participating in a continuing professional development program in Norway. Teaching and Teacher Education, 127, 104113. https://doi.org/10.1016/j.tate.2023.104113

2022

  1. Chalkley, A., Mandelid, M. B., Thurston, M., Daly-Smith, A., Singh, A., Huiberts, I., Archbold, V. S. J., Resaland, G. K., & Tjomsland, H. E. (2022). ‘Go beyond your own comfort zone and challenge yourself’: A comparison of the use of physically active learning in Norway, the Netherlands, and the UK. Teaching and Teacher Education, 118, 103825. https://doi.org/10.1016/j.tate.2022.103825
  2. Leibinger, E., Åvitsland, A., Resaland, G. K., et al. (2022). Relationship between health-related quality of life and physical fitness in Norwegian adolescents. Quality of Life Research. https://doi.org/10.1007/s11136-022-03309-6
  3. Mandelid, M. B., Resaland, G. K., Lerum, Ø., Teslo, S., Chalkley, A., Singh, A., Bartholomew, J., Daly-Smith, A., Thurston, M., & Tjomsland, H. E. (2022). Unpacking physically active learning in education: A movement didaktikk approach in teaching? Scandinavian Journal of Educational Research, 1–14. https://doi.org/10.1080/00313831.2022.2148271

2021

  1. Daly-Smith, A., Morris, J. L., Norris, E., Williams, T. L., Archbold, V., Kallio, J., Tammelin, T. H., Singh, A., Mota, J., von Seelen, J., Pesce, C., Salmon, J., McKay, H., Bartholomew, J., & Resaland, G. K. (2021). Behaviours that prompt primary school teachers to adopt and implement physically active learning: A meta-synthesis of qualitative evidence. International Journal of Behavioral Nutrition and Physical Activity, 18(1), 1–20. https://doi.org/10.1186/s12966-021-01221-9
  2. Daly-Smith, A., Ottesen, C. L., Mandelid, M. B., von Seelen, J., Trautner, N., & Resaland, G. K. (2021). ACTivate European physically active learning teacher training curriculum (pp. 1–31). Western Norway University of Applied Sciences. http://dx.doi.org/10.13140/RG.2.2.34546.99529
  3. Grieg Viig, N., Resaland, G. K., & Tjomsland, H. E. (2021). Folkehelse og livsmestring: I fag, på tvers av fag og som en helhetlig tilnærming i skolen. I H. E. Tjomsland, N. G. Viig, & G. K. Resaland (Red.), Folkehelse og livsmestring i skolen: I fag, på tvers av fag og som en helhetlig tilnærming (s. 19–29). Fagbokforlaget.
  4. Lerum, Ø., Eikeland Tjomsland, H., Leirhaug, P. E., McKenna, J., Quarmby, T., Bartholomew, J., Jenssen, E. S., Daly-Smith, A., & Resaland, G. K. (2021). The conforming, the innovating, and the connecting teacher: A qualitative study of why teachers in lower secondary school adopt physically active learning. Teaching and Teacher Education, 105, 103434. https://doi.org/10.1016/j.tate.2021.103434
  5. Lerum, Ø., Leirhaug, P. E., Resaland, G. K., & Tjomsland, H. E. (2021). «Kan vi gjere noko gøy»: Fysisk aktivitet, folkehelse og livsmeistring. I H. E. Tjomsland, N. G. Viig, & G. K. Resaland (Red.), Folkehelse og livsmestring i skolen: I fag, på tvers av fag og som en helhetlig tilnærming (s. 83–99). Fagbokforlaget.

2020

  1. Daly-Smith, A., Quarmby, T., Archbold, V. S. J., Nicola, C., Wilson, D., Resaland, G. K., et al. (2020). Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework. International Journal of Behavioral Nutrition and Physical Activity, 17, 13. https://doi.org/10.1186/s12966-020-0917-z
  2. Daly-Smith, A., Quarmby, T., Archbold, V. S. J., Routen, A. C., Morris, J. L., Gammon, C., Bartholomew, J. B., Resaland, G. K., et al. (2020). Implementing physically active learning: Future directions for research, policy, and practice. Journal of Sport and Health Science, 9(1), 41–49. https://doi.org/10.1016/j.jshs.2019.05.007

2019

  1. Lerum, Ø., Bartholomew, J., McKay, H., Resaland, G. K., Tjomsland, H. E., Anderssen, S. A., Leirhaug, P. E., & Moe, V. F. (2019). Active smarter teachers: Primary school teachers’ perceptions and maintenance of a school-based physical activity intervention. Translational Journal of the American College of Sports Medicine, 4(17), Article 17. https://doi.org/10.1249/tjx.0000000000000104

Populærvitskapleg formidling

2026/03  
Is the way we frame physically active learning holding us back? Mandelid, M.B., & Chalkley, A. ISPAH 8 Investments Community Hub.  

2026/02
Aktivitetslotteriet i skolen løses ikke med stoppeklokke. Mandelid, M.B., Bratland-Sanda, S., Johansen, J.M. & Resaland, G.K. i Utdanningsnytt  

2026/01  
Ikke lær barn å sitte stille. Lær dem å lære i bevegelse. Mandelid, M.B. & Resaland, G.K. i Forskersonen  

2025 /03  
Aktiv Læring og utforskende matematikkundervisning. Mandelid M.B., I red Medbø J.I., Kongelf T.R., Myklebust T., Alfa – matematikk for grunnskolelærerutdanningene 1-7 og 5-10 Fagbokforlaget 

2025 /03   
Læreplanverket etter kunnskapsløftet 2020. Mandelid M.B., I red Medbø J.I., Kongelf T.R., Myklebust T., Alfa – matematikk for grunnskolelærerutdanningene 1-7 og 5-10 Fagbokforlaget 

2024 /12  
Ungdomsmeldinga: gamle ideer gir fortsatt nye muligheter. Mandelid M.B., Bedre Skole.  

2024 /08   
Skolevegring kan møtes med fysisk aktiv læring. Johanssen, J.M., Mandelid M.B., 
Utdanningsnytt 

2022 /04   
Fysisk aktiv læring i matematikkundervisninga. Mandelid, M.B., Tjomsland, H.E., Røsseland, M., & Resaland, G.K. Bedre Skole 

Rapportar

2025/07  
Fysisk aktivitet og inkluderende læringsmiljø: Prosjektrapport. Bratland-Sanda S., Resaland, G.K., Reinboth, M., Mandelid, M.B., Johansen, J.M.,  
https://openarchive.usn.no/usn-xmlui/handle/11250/3201313  

2023 /07   
Senter for Fysisk Aktiv Læring – Sluttrapport 2018 – 2023. Mandelid, M.B., Dyngeland, E.S., Stokke, R., Wergeland, T.C., Sandal, M.Ø., Stein, H., Erikssen, P.B., Teslo, S.B., Riddervold, S., Ottesen, C., Chalkley, A., Daly-Smith, A., Singh, A., Jenssen, E., Engelsen, K.S., Anderssen, S.,  Lerum, Ø., Klafstad, H., Ølmheim, J.E., Moi, A.L., Rui, I., Hermanssen, M., Tjomsland, H.E., Trautner, N., Resaland, G.K  http://dx.doi.org/10.13140/RG.2.2.34688.00007  

2021 /11   
Activate European physically active learning teacher training curriculum. Daly-Smith, A., Ottesen, C.L., Mandelid, M.B., von Selen, J., Trautner, N., Resaland, G.K.,   http://dx.doi.org/10.13140/RG.2.2.34546.99529  

Oversikter over internasjonale publikasjonar
  1. Li, Q., Zhang, Z., Zhong, Z., Lu, X., Wang, C., Li, C., Li, L., & Li, D. (2026). The impact of physical activity on children’s attention and math performance: A meta-analysis. European Journal of Pediatrics, 185, Article 601. https://doi.org/10.1007/s00431-026-07229-2
  2. Feng, Z., Zhao, Z., Chen, R., & Liu, Y. (2026). The impact of physical activity on academic performance in children and adolescents: A meta-analysis. Frontiers in Psychology, 17, Article 1836195. https://doi.org/10.3389/fpsyg.2026.1836195
  3. He, H., Yang, Y., Sun, J., Wang, F., Zhang, W., & Zhu, F. (2025). Effects of school-based physical activity on academic achievement in children and adolescents: A systematic review and meta-analysis. Frontiers in Public Health, 13, Article 1651883. https://doi.org/10.3389/fpubh.2025.1651883
  4. Xu, Y., Lin, N., Wu, C., Wen, X., Zhong, F., Yu, K., Shu, L., & Huang, C. (2024). The effect of classroom-based physical activity elements on academic performance in children and adolescents: A meta-analysis. Journal of Teaching in Physical Education, 43(1), 79–92. https://doi.org/10.1123/jtpe.2022-0175
  5. Vasilopoulos, F., Jeffrey, H., Wu, Y., & Dumontheil, I. (2023). Multi-level meta-analysis of physical activity interventions during childhood: Effects of physical activity on cognition and academic achievement. Educational Psychology Review, 35, Article 59. https://doi.org/10.1007/s10648-023-09760-2
  6. Mavilidi, M. F., Pesce, C., Benzing, V., Schmidt, M., Paas, F., Okely, A. D., & Vazou, S. (2022). Meta-analysis of movement-based interventions to aid academic and behavioral outcomes: A taxonomy of relevance and integration. Educational Research Review, 37, Article 100478. https://doi.org/10.1016/j.edurev.2022.100478
  7. Petrigna, L., Thomas, E., Brusa, J., Rizzo, F., Scardina, A., Galassi, C., Lo Verde, D., Caramazza, G., & Bellafiore, M. (2022). Does learning through movement improve academic performance in primary schoolchildren? A systematic review. Frontiers in Pediatrics, 10, Article 841582. https://doi.org/10.3389/fped.2022.841582
  8. Vetter, M., O’Connor, H. T., O’Dwyer, N., Chau, J., & Orr, R. (2020). ‘Maths on the move’: Effectiveness of physically-active lessons for learning maths and increasing physical activity in primary school students. Journal of Science and Medicine in Sport, 23(8), 735–739. https://doi.org/10.1016/j.jsams.2019.12.019
  9. Norris, E., van Steen, T., Direito, A., & Stamatakis, E. (2020). Physically active lessons in schools and their impact on physical activity, educational, health and cognition outcomes: A systematic review and meta-analysis. British Journal of Sports Medicine, 54(14), 826–838. https://doi.org/10.1136/bjsports-2018-100502
  10. Chacón-Cuberos, R., Zurita-Ortega, F., Ramírez-Granizo, I., & Castro-Sánchez, M. (2020). Physical activity and academic performance in children and preadolescents: A systematic review. Apunts Educación Física y Deportes, 139, 1–9. https://doi.org/10.5672/apunts.2014-0983.es.(2020/1).139.01
  11. Sneck, S., Viholainen, H., Syväoja, H., Kankaapää, A., Hakonen, H., Poikkeus, A.-M., & Tammelin, T. (2019). Effects of school-based physical activity on mathematics performance in children: A systematic review. International Journal of Behavioral Nutrition and Physical Activity, 16, Article 109. https://doi.org/10.1186/s12966-019-0866-6
  12. Bedard, C., St John, L., Bremer, E., Graham, J. D., & Cairney, J. (2019). A systematic review and meta-analysis on the effects of physically active classrooms on educational and enjoyment outcomes in school age children. PLOS ONE, 14(6), Article e0218633. https://doi.org/10.1371/journal.pone.0218633
  13. Singh, A. S., Saliasi, E., van den Berg, V., Uijtdewilligen, L., de Groot, R. H. M., Jolles, J., Andersen, L. B., Bailey, R., Chang, Y.-K., Diamond, A., Ericsson, I., Etnier, J. L., Fedewa, A. L., Hillman, C. H., McMorris, T., Pesce, C., Pühse, U., Tomporowski, P. D., & Chinapaw, M. J. M. (2019). Effects of physical activity interventions on cognitive and academic performance in children and adolescents: A novel combination of a systematic review and recommendations from an expert panel. British Journal of Sports Medicine, 53(10), 640–647. https://doi.org/10.1136/bjsports-2017-098136
  14. Daly-Smith, A. J., Zwolinsky, S., McKenna, J., Tomporowski, P. D., Defeyter, M. A., & Manley, A. (2018). Systematic review of acute physically active learning and classroom movement breaks on children’s physical activity, cognition, academic performance and classroom behaviour: Understanding critical design features. BMJ Open Sport & Exercise Medicine, 4(1), Article e000341. https://doi.org/10.1136/bmjsem-2018-000341
  15. Mavilidi, M.-F., Okely, A. D., Chandler, P., Domazet, S. L., & Paas, F. (2018). Immediate and delayed effects of integrating physical activity into preschool children’s learning of numeracy skills. Journal of Experimental Child Psychology, 166, 502–519. https://doi.org/10.1016/j.jecp.2017.09.009
  16. de Greeff, J. W., Bosker, R. J., Oosterlaan, J., Visscher, C., & Hartman, E. (2018). Effects of physical activity on executive functions, attention and academic performance in preadolescent children: A meta-analysis. Journal of Science and Medicine in Sport, 21(5), 501–507. https://doi.org/10.1016/j.jsams.2017.09.595
  17. Watson, A., Timperio, A., Brown, H., Best, K., & Hesketh, K. D. (2017). Effect of classroom-based physical activity interventions on academic and physical activity outcomes: A systematic review and meta-analysis. International Journal of Behavioral Nutrition and Physical Activity, 14, Article 114. https://doi.org/10.1186/s12966-017-0569-9
  18. Beck, M. M., Lind, R. R., Geertsen, S. S., Ritz, C., Lundbye-Jensen, J., & Wienecke, J. (2016). Motor-enriched learning activities can improve mathematical performance in preadolescent children. Frontiers in Human Neuroscience, 10, Article 645. https://doi.org/10.3389/fnhum.2016.00645
  19. Riley, N., Lubans, D. R., Holmes, K., & Morgan, P. J. (2016). Findings from the EASY Minds cluster randomized controlled trial: Evaluation of a physical activity integration program for mathematics in primary schools. Journal of Physical Activity and Health, 13(2), 198–206. https://doi.org/10.1123/jpah.2015-0046
  20. Resaland, G. K., Aadland, E., Moe, V. F., Aadland, K. N., Skrede, T., Stavnsbo, M., Suominen, L., Steene-Johannessen, J., Glosvik, Ø., Andersen, J. R., Kvalheim, O. M., Engelsrud, G., Andersen, L. B., Holme, I. M., Ommundsen, Y., Kriemler, S., van Mechelen, W., McKay, H. A., Ekelund, U., & Anderssen, S. A. (2016). Effects of physical activity on schoolchildren’s academic performance: The Active Smarter Kids (ASK) cluster-randomized controlled trial. Preventive Medicine, 91, 322–328. https://doi.org/10.1016/j.ypmed.2016.09.005
  21. Mullender-Wijnsma, M. J., Hartman, E., de Greeff, J. W., Doolaard, S., Bosker, R. J., & Visscher, C. (2016). Physically active math and language lessons improve academic achievement: A cluster randomized controlled trial. Pediatrics, 137(3), Article e20152743. https://doi.org/10.1542/peds.2015-2743
  22. Bartholomew, J. B., & Jowers, E. M. (2011). Physically active academic lessons in elementary children. Preventive Medicine, 52(Supplement), S51–S54. https://doi.org/10.1016/j.ypmed.2011.01.017