Effect of time of day on learning time and attention at physical education sessions in high school students

Abstract

Background: Biological rhythms shape students' physical and cognitive abilities throughout the day, directly affecting their attention and academic performance. Chronobiology reveals the importance of scheduling learning activities during the periods when pupils are most attentive and motivated to learn.

Aim: The study investigates the impact of time-of-day variations on learning time, attention, and instructional efficacy in physical education (PE), emphasizing alignment with students’ physiological and cognitive rhythms.

Methods: Two PE lessons were analysed using the Learning Time Analysis System and the barrage test. Descriptive analysis of learning time distribution between morning and afternoon sessions revealed significant differences in activity allocation.

Results: Teachers spent more time in the morning on preparatory tasks (54.31% vs 36.44%) and group management (5.76% vs 1.06%), resulting in better cognitive function after sleep. Teachers spent more time on motor development in the afternoon (47.96% vs. 34.52% in the morning) and only 1.5% on physical conditioning. These sessions capitalized on peak physical readiness associated with circadian rhythms, such as heightened body temperature and increased neuromuscular efficiency. The acquisition of theoretical knowledge remained consistent across both periods (13.21% in the morning vs 10.93% in the afternoon). This indicates that cognitive performance was independent of the time of day. The findings also demonstrate a significant effect in term of attention which being higher in the morning versus the afternoon.

Conclusion: These findings highlight the influence of biological rhythms on learning time, attention, and performance and suggest that optimizing PE schedules by reserving mornings for cognitively demanding tasks and afternoons for physically intensive activities (e.g. skill practice, conditioning) may improve educational outcomes. The study advocates that teachers plan sessions to match students' chronobiological profiles, thereby improving motor engagement, reducing disengagement, and promoting academic success in PE.