{"id":33,"date":"2013-09-12T15:56:28","date_gmt":"2013-09-12T15:56:28","guid":{"rendered":"http:\/\/tagtiv8.smarter.uk.com\/?page_id=33"},"modified":"2022-01-04T09:34:06","modified_gmt":"2022-01-04T09:34:06","slug":"research","status":"publish","type":"page","link":"https:\/\/tagtiv8.com\/research\/","title":{"rendered":"Research"},"content":{"rendered":"

Proving Impact \u2013 Research by Leeds Beckett University<\/span><\/h3>\n

It\u2019s all well and good having smiles and anecdotes about Physically Active Learning (PAL) from teachers:<\/span><\/p>\n

\u201cI didn\u2019t know he could do that. He\u2019s never done that in a maths lesson\u2026he\u2019s never shown that in his maths book.\u201d<\/strong><\/p>\n

The words of a teacher from Durham, with whom we were co-delivering our prototype active learning programme. Teachers in schools around the UK have subsequently echoed similar phrases during our PAL sessions.<\/span><\/p>\n

As to the thoughts of the children:<\/p>\n

“I used to think I was rubbish at Maths – but now I know I’m not!”<\/strong><\/p>\n

“WOW! I am so proud of myself. I didn’t think I could think that hard!”<\/strong><\/p>\n

“That game was awesome – it takes a lot to get me to do maths!”<\/strong><\/p>\n

According to Bryn Llewellyn, founder of Tagtiv8: <\/span>\u201cWe know that something magical happens when teachers take their children outdoors to play with numbers \u2013 when their Moderate to Vigorous Physical Activity (MVPA) kicks in. The extra blood flow, oxygen and glucose to the brain improves learning abilities.\u201d<\/span><\/p>\n

However, people want the facts and data. Real research is needed \u2013 not just a case study.<\/span><\/p>\n

Robust Research<\/span><\/h3>\n

With this in mind, we approached Dr. Andy Daly-Smith and fellow researchers at Leeds Beckett University to test out our PAL approaches. We wanted to assess whether the anecdotal evidence was true. The aim was to evaluate the impact of Tagtiv8 maths lessons on both physical activity and maths performance.<\/span><\/p>\n

Initial discussions with Dr. Andy Daly-Smith reiterated the international research:<\/span><\/p>\n

\u201cLesson times are the most inactive times in a child\u2019s life.\u201d<\/strong><\/p>\n

In the study, children in KS1 and KS2 from a primary school in Leeds were baseline tested before being randomly allocated to groups; taking part in either a seated classroom lesson or a Tagitv8 active learning lesson.<\/span><\/p>\n

Research Findings<\/span><\/h3>\n

Commenting on the results of the tests, Andy Daly-Smith said: \u201cThe results showed that pupils who took part in the Tagtiv8 lesson achieved over nine minutes more MVPA compared to the traditional classroom lesson. They spent 15 minutes less in sedentary time.\u201d<\/strong><\/span><\/p>\n

\"PAL<\/a><\/p>\n

\u201cThere is strong evidence to support the implementation of Tagtiv8 lessons to increase physical activity during traditional classroom lesson time. One 45-minute Tagtiv8 lesson can provide children with 10 minutes MVPA which is one third of the 30-minute in school Obesity Plan physical activity recommendation.\u201d<\/strong><\/p>\n

\u201cWhen it came to assessing whether active learning led to better academic outcomes we saw promising results. Overall, there were small improvements for pupils who learnt in an active way. Further, those pupils who were most active in the Tagtiv8 lessons seemed to have the greatest benefits. This suggests activity may play a key role in enhancing learning. Additionally, lower ability children, who took part in the Tagtiv8 lesson maintained their academic performance whereas pupils in the traditional classroom lesson decreased. There were improvements in speed and accuracy in Mathematics, as well as better concentration levels.\u201d<\/strong><\/p>\n

To find out more about the research, the key findings and video visit the Leeds Beckett University <\/span>website<\/span><\/a>. The full report can be accessed <\/span>here<\/span><\/a>.\u00a0\u00a0<\/span>
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