Improved well-being, enhanced executive functions and better learning outcomes because of embodied cognition and physical activity, have been discovered in toddlers and elementary school children. So far, embodied cognition in adolescents has not received much research attention. Current research examined whether embodied cognition within a classroom context positively affects executive functioning, academic well-being and learning outcomes in adolescents (15 till 17 years old). A 5-week pilot study was run in 4th grade secondary school students (n = 16) performing cognitive and motor exercises using a SenseBall© while learning. Twenty-six 4th grade control students attended class without the embodied cognition training. Pre- and post-tests were administered in both groups to determine students' executive functions and well-being. The intervention’s impact was also assessed on learning outcomes for Biology, French and Geography. Embodied cognitive training show positive effects (with small effect sizes) in terms of adolescents' working memory, satisfaction, social relationships, pedagogical climate and learning outcomes of French and Geography. Hence, current study may contribute to insights within cognitive processes intertwined with learning processes in adolescents.

Authors:
Lindsay Everaert, Hasselt University, Belgium
Wim Tops, Hasselt University, Belgium
Ruth Stevens, Hasselt University, Belgium
Hannelore Bové, Hasselt University, Belgium
Kris Janssens, Hasselt University, Belgium

About the Presenter(s)
Lindsay Everaert is a PhD student at Hasselt University, Belgium. Her multidisciplinary research embraces physical activity combined with learning and the link with well-being at school, learning performances, cognition, and classroom-design.

Connect on Linkedin
https://www.linkedin.com/in/lindsay-everaert-62b525216

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