The impact of moderate-vigorous intensity physical education class immediately prior to standardized testing on student test-taking behaviors

Regular physical activity improves academic performance in children, yet the short-term impact of activity on test scores and related behaviors, such as testing anxiety, is less established. Laboratory research demonstrates a positive relationship, but the impact of activity before testing in the school setting remains unstudied. We assessed the impact of a moderate-vigorous intensity physical education (PE) lesson directly before reading/math standardized tests on 5th grade student test-taking outcomes. A cluster RCT design was employed within a highly diverse public school district. Fifth grade classes (n = 29) were randomized to a standardized 40-min PE lesson immediately prior to testing or control condition. After testing, teacher ratings of students' classroom behavior during math testing were 12% higher in intervention vs. control classes (p = 0.047; Cohen's d = 0.79). There were no overall differences in student reported test-taking anxiety between groups, though differences by race/ethnicity and sex were present; intervention African American students reported a more positive physical state on math tests (11% higher, p = 0.012; Cohen's d = 0.51) and on reading (10% higher, p = 0.040; Cohen's d = 0.40) tests, and lower overall test anxiety during the math test (13% lower, p = 0.018; Cohen's d = 0.48) than controls. However, intervention boys reported more off-task behavior (4% higher, p = 0.040; Cohen's d = 0.03) than controls. There was no difference in test scores between groups. Teachers felt the PE lesson may have been too vigorous, as it left some students perspiring and thirsty during testing. Further research is necessary to better understand the conditions under which physical activity prior to testing impacts student's testing anxiety and behaviors.