Effects of arousal due to physical activity on mathematical performance

Forty-nine children participated in this study to determine how exercise affects classroom work. Baseline math proficiency scores and pulse rates were obtained. One week later, all participants took part in 1 level of physical activity (low, medium or high) after being randomly assigned to counterbalanced groups. Following the physical activity, pulse rates were recorded; they then completed a math test which included easy, moderate and difficult tasks. In 2 consecutive weeks, 2 more trials were completed with each group completing all levels of physical activity and each student completing 3 parallel math tests in a randomized order. Mathematical proficiency post-tests were administered to ensure a return to baseline. Results showed no effect of arousal on performance and no interaction between arousal and task complexity, but they indicated a linear task complexity-performance relationship.