Research in Brief - January 2009 - Volume 109 (1)

Physical Activity and Text Anxiety

Joshua Edwards

Test anxiety, especially in mathematics, has been a concern for teachers, students, and parents for decades. The recent policies that require high-stakes tests at nearly every grade level after primary school has added to these concerns. Preparation for tests through effective teaching that leads to solid student understanding of mathematical concepts and procedures can reduce anxiety. However, many students experience test anxiety no matter how well they are prepared. Students often recall mathematics being taught in classrooms in which tension was created by an emphasis on timed computation drill and an emphasis on correct answers (Tobias, 1978). Ashcraft and Kirk (2001) found that math anxiety may reduce certain brain functions, possibly those that are needed most for learning mathematics. This anxiety and stress can lead to decreased performance, avoiding mathematics course taking and, eventually, to avoiding mathematics-related careers.

Physical activity is a method that may provide a viable means to address test anxiety and stress. Exercise has been shown to reduce the effect of state and trait anxiety, and can improve physical self-perceptions, and in some cases overall self-esteem, while improving an individual's mood (Fox 1999). Although consistent exercise certainly improves overall self-esteem and mood state, research also shows that exercise can have immediate effects. Analyses of subjects following a single period of exercise showed significance reductions in mood disturbance, tension, depression, anger, and confusion (McGowan, Pierce, & Jordan 1991).

Time is a precious commodity within the classroom. Any intervention to decrease test anxiety must come in a form that will pay great dividends while consuming little time. Teachers may contact their schools' physical education teachers to find creative ways to incorporate brief periods of physical activity within the classroom (Yaussi, 2005). According to the research completed by Hansen, Stevens, and Coast (2001) subjects who maintain an aerobic level of sixty percent of their maximum oxygen uptake for ten minutes will have the benefits of increased vigor while decreasing their fatigue and total negative mood state.

Stress reduction works hand in hand with self-esteem. A person who is feeling confident will be less susceptible to the drawbacks of stress. Studies with self-esteem in relation to exercise have shown interesting results. In a study conducted with children and young adults, researchers found that “...that exercise has positive short-term effects on self-esteem in children and young people. Since there are no known negative effects of exercise and many positive effects on physical health, exercise may be an important measure in improving children's self-esteem” (Ekeland, Heian, Hagen, Abbott, & Nordheim, 2004, p. 3).

As an additional benefit, physical activity can address other medical issues of concern to a large portion of our students. According to Yaussi (2005), roughly nine million young people (approximately fifteen percent) are overweight, and many of them are actually categorized as obese; while more than twenty-two percent of high school students fail to exercise on a regular basis. Children who maintain unhealthy lifestyles are at a great risk to grow into adults with severe health problems. Physical activity has a wonderful cost/effect balance as there are countless ways to perform quality physical activities that require little time or training and no financial commitment.

Physical activity has shown significant benefits in reducing stress outside of the traditional classroom environment. Physical activity, incorporated within the traditional curriculum, offers the potential for a practical and effective approach to relieving or reducing test anxiety and stress.

References

Ashcraft, M., & Kirk, E. P (2001). The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology: General, 130, 224-237.

Ekeland, E., Heian, F., Hagen, K. B., Abbott, J., & Nordheim, L. (2004). Exercise to improve self-esteem in children and young people. Cochrane Database of Systematic Reviews, 2004(1), 1-31.

Fox, K. (1999). Influence of physical activity on mental well-being. Public Health Nutrition, 2, 411-418.

Hansen, C., Stevens, L. C., & Coast, J. R. (2001). Exercise duration and mood state: How much is enough to feel better? Health Psychology, 20, 267-275.

McGowan, R. W., Pierce, E. F., & Jordan, D. (1991). Mood alterations with a single bout of physical activity. Perceptual & Motor Skills, 73, 657-658.

Tobias, S. (1978). Overcoming math anxiety. New York: Norton.

Yaussi, S. C. (2005). The obesity epidemic: How non-PE teachers can improve the health of their student. The Clearing House, 79(2), 105-108.