RESUMO
BACKGROUND: Physical exercise improves physical fitness of children and pupils may also benefit from sports with regard to cognitive competence. However, timetable and syllabus often give little scope so that alternatives such as combined lessons in English and sports may be suited to integrate the desire for exercise and leaning. METHOD: Parallel classes of a secondary school (form V; 39 pupils) were determined by random as control group (CG: age 10.5 ys, m 11, f 10) or intervention group (IG: age 10.7 ys, m 7, f 11). All pupils got regular physical education of 3 hours per week. In the IG one English lesson was relocated into the sports hall according to the "moving words" concept for one year. Both physical fitness (Munich fitness test) and concentration (d2-test) were assessed before and 3 times with intervals of 3 months. Moreover, 6-month marks were documented. All data were analyzed descriptively in addition to confirmative statistics (Repeated Measures ANOVA). RESULTS: Neither physical fitness nor concentration showed significant differences between the two groups. Both groups improved both criteria within one year, girls of the IG tended to work exacter with fewer mistakes (d2-Test), but dropped behind with regard to physical fitness. Otherwise, boys in the IG ameliorated rate of mistakes, tempo and exactness in the d2-test (p < 0.05) including a positive trend in physical fitness. Whereas English marks in the reports of the IG improved (0.4 versus 0.1), in both groups marks in sports did not change substantially. CONCLUSIONS: Particularly, boys benefit from the "moving-words" concept improving both their physical fitness as well as concentration. Why girls aged 10 to 11 years, on the contrary, do not benefit from the combined learning to the same degree is an interesting issue for further studies.
