Author(s): IGNJATOVIC, A., FENYVESI, K., SINNEMAKI, J., TAKUMI, Y., LAVICZA, Z., Institution: UNIVERSITY OF KRAGUJEVAC, Country: SERBIA, Abstract-ID: 1713

Introduction
Interdisciplinary learning that connects Physical Education and Mathematics offers a meaningful framework for addressing both educational and health-related priorities in early childhood education. Within the STEPAM project, particular attention has been given to exploring how structured interdisciplinary activities and unstructured free play can coexist as complementary pedagogical approaches. Both forms of activity represent key components of early childhood learning, supporting cognitive development, motor competence, and social interaction (McGowan et al., 2024). This focus is especially relevant in the current context of increasing childhood obesity, physical inactivity, and limited opportunities for movement within school settings, where classroom-based learning often dominates the school day.
Method
A case study was conducted with 20 students (12 boys and 8 girls), aged 9–11 years, in Finnish elementary education. The study employed a cross-disciplinary experimental design in which mathematics problem-solving tasks were integrated into physical education games. These activities were drawn from the PEMATH programme (Ignjatović & Miloradović, 2024), while the free play activity was a modified tagging game (“Two Is a Company, Three Is a Crowd”). Activities combined movement tasks with mathematical problem solving using equations, numbered balls, and cones. The final tagging game aimed to increase aerobic engagement and motivation. Physical activity levels were measured using the Activity Monitoring System based on Movesense technology.
Results
Results showed significant differences in physical activity levels between interdisciplinary learning activities and free play. Free play was associated with higher mean physical activity levels (M = 273.67) compared to interdisciplinary PEMATH activities (M = 107.69). Statistical analysis confirmed a significant effect of activity context on physical activity levels, F(1, 606) = 67.02, p < .001.
Discussion
Although unstructured free play produces higher overall physical activity levels, interdisciplinary P.E. and Mathematics activities still contribute meaningfully within structured learning contexts. Combining high-movement free play with interdisciplinary activities may therefore offer a balanced strategy for increasing children’s physical activity while maintaining curricular value. Further research is needed to determine the optimal balance between joyful play and structured educational content.
Acknowledgment:
The work forms part of a European Union–funded Erasmus Teacher Training in Physical Activities and Embodied Learning through STEAM Education - STEPAM, No.2023-1-RS01-KA220-HED-000166894
References
McGowan et al. (2024). Infusing physical activity into early childhood classrooms. Ear. Child. Ed. J, 52, 2021–2038.
Ignjatović et al. (2024). Integrating physical education and mathematics – PEMATH program. Internat. J of Phys. Ed., 61(4), 22–37.