title: Physically active academic lessons in elementary children.
abstract: BACKGROUND
  Although schools are an ideal location to conduct interventions that target children, the emphasis on standardized testing makes it difficult to implement interventions that do not directly support academic instruction. In response, physically active academic lessons have been developed as a strategy to increase physical activity while also addressing core educational goals. Texas I-CAN! is one incarnation of this approach.
  
  
  METHODS
  We will review the on-going research on the impact of these active lessons on: teacher implementation, child step count, child attention control, and academic performance.
  
  
  RESULTS
  The collected studies support the impact of physically active academic lessons on each area of interest.
  
  
  CONCLUSIONS
  If these data can be replicated, it suggests that teachers might find these lessons of benefit to their primary role as educators, which should ease dissemination of these and other physically active lessons in elementary schools.
authors.affiliation: Department of Kinesiology and Health Education, The University of Texas at Austin, TX 78712-1204, USA. jbart@austin.utexas.edu
authors.forename: John B
authors.initials: JB
authors.lastname: Bartholomew
authors.forename: Esbelle M
authors.initials: EM
authors.lastname: Jowers
mesh_terms: D015992:Body Mass Index; D002648:Child; D004522:Educational Status; D015444:Exercise / Q000502:physiology; D005178:Faculty; D006293:Health Promotion / Q000379:methods*; D006801:Humans; D009043:Motor Activity / Q000502:physiology; D010806:Physical Education and Training / Q000379:methods*; D015397:Program Evaluation; D012574:Schools; D013781:Texas