The effect of low-intensity exercise on emotional and cognitive engagement in the classroom

Abstract

This study examined whether engaging in physical exercise during a university class would have beneficial effect on students’ learning motivation. One hundred and forty-nine participants took part in a psychology class over nine weeks (one lesson per week); for each lesson, participants engaged in a three-minute physical activity (low-intensity aerobic exercise) or control activity (watching a video), about 20 min after the lesson started. Participants reported higher vigour and lower fatigue during the class when they exercised than when they engaged in control activities. These findings suggest the utility of incorporating a short exercise activity in university settings to enhance students’ classroom motivation.