Methodological Problems in Analyzing the Academic Benefits of Movement Integrated Lessons among Primary School Students

Some evidence of movement integrated lessons showed a significant promotion of students' academic achievement, but the underlying mechanism remains unclarity. The existing hypotheses interpret these benefits as the consequence of physical activityrelated cognitive function promotion or on-task behavior promotion, but neither gained consistent evidence. Meanwhile, intervention protocol disadvantages include the lack of dosage reference, short interventional period, and poor implementation. The assessments are off-targeted, unstandardized, and at a disadvantage of equality. Future studies should firstly construct a comprehensive hypothesis that integrated cognitive function, learning behavior, and estimation of health conditions. In order to promote the initials and external validation of studies, set intensity and duration for intervention protocol with experimental and practical reference,administrating the interventional dosage strictly, choose effective measures with satisfied equality, and including more effective indexes. Future studies would show how physical activity affects academic performance and interpret the underlying mechanism of how movement integrated lessons improve academic performance.