Because children spend a large part of their regular days in
school, schools have been recognized as key settings for promoting
physical activity (PA) in children (Naylor & McKay, 2009). However,
the primary priority for schools is to provide a tailored curriculum
in order to help children to develop their knowledge, understanding
and cognitive skills. These two statements seem contradictory.
However, research has shown that additional time for
cognitive subjects does not necessarily lead to an improvement in
academic performance (Ahamed et al., 2007). Interestingly, less