Abstract Mathematical literacy, especially understanding fractions, predicts children’s academic success. Physical activity benefits cognitive and academic performance and integrating movement into mathematics education may enhance learning. This study examined whether a play-based basketball mathematics intervention improves children’s understanding of fractions. A secondary aim was to explore whether the approach enhances intrinsic motivation by fostering experiences of autonomy and competence. A school-based intervention study including 309 Norwegian children in grades 6–7 across two school years. The study combined cluster-randomized allocation with a quasi-experimental component due to COVID-related deviations from the original allocation procedure. Participants were assigned to one of three groups: a basketball-mathematics intervention (BM), an active control with basketball only (bCON), or a control with standard PE lessons (peCON). The intervention lasted eight weeks with one weekly 60-minute session. Pre- and post-tests assessed mathematical performance, basketball skills, and motivation using standardized assessments and validated questionnaires. The BM group showed significantly greater improvements than controls in both fraction (Group × Time: p < .001) and non-fraction mathematical tasks (Group × Time: p = .0014). Only the BM group improved significantly from pre- to post-test in both domains (15% in fractions: p < .001; 5.4% in non-fraction tasks: p < .001). In-session experiences of intrinsic motivation, autonomy, and competence were higher during BM sessions compared to regular classroom mathematics, though motivation for mathematics in general remained stable. Basketball slalom dribling improved in both BM and bCON groups. Integrating mathematics into physical activity supports academic performance without compromising motor skill development. The BM intervention led to gains in mathematical understanding and the intervention group reported higher in-session experiences of intrinsic motivation, autonomy, and competence during the BM lessons. These findings highlight the educational value of physically active learning and the potential of combining movement and learning activities without extending teaching time.
Jensen et al. (Sat,) studied this question.