Combining podcast-based learning with exercise
Updated Mar 18, 2026
Keeping students engaged is difficult, especially when long teaching sessions compete with tiredness, distraction, and packed schedules. A small US study suggests one simple alternative: combine short teaching podcasts with exercise, then bring students back together to discuss what they heard.
Student engagement matters because it shapes motivation, knowledge retention, and overall academic success. That is why educators continue to explore teaching formats that help students stay focused and participate more actively.
Podcasts are one promising option. They fit easily around students' routines, are relatively cheap to produce and distribute, and are easy to access on phones and laptops. Their educational value is also attracting attention, with research suggesting they can promote critical thinking and improve comprehension of course material (Prakash et al., 2017; Hargett, 2018).
Physical activity offers a second advantage. Beyond improving mood and wellbeing, exercise can support the cognitive processes involved in learning and information processing. By increasing cerebral blood flow, movement may help students concentrate more effectively, which is one reason short exercise breaks are often recommended during longer periods of study.
Against this backdrop, two US-based academics explored whether these benefits could work together in university teaching. In their study, Biber and Heidorn (2021) combined podcast-based lectures with walking or similar cardiovascular gym exercises in the undergraduate curriculum at the University of West Georgia's Department of Sport Management, Wellness, and Physical Education.
Across several consecutive semesters, students were asked to scan a QR code on their smartphone, which directed them to a 15-20 minute podcast. They then undertook their chosen cardiovascular exercise for the duration of the podcast before returning to the classroom to discuss its content. For educators, the format is notable because it is relatively light-touch: it uses familiar devices, a short activity window, and a structured discussion to reinforce learning.
Students were subsequently asked to provide anonymous feedback on the 'podcast-based walking program'.
This feedback can be summarised as follows:
- All students said they enjoyed the podcast-based walking lectures and wanted the format to continue.
- Students felt this approach improved their ability to learn, retain information, and maintain focus compared with traditional lectures.
- Students reported they were less likely to be distracted by technology while walking than while sitting in the lecture theatre.
- Students also said that combining exercise with teaching made the physical activity itself more enjoyable.
- The authors reported continued requests from students for podcast-based walking lectures to replace, or be added to, their traditional lectures.
The authors acknowledge that this study is only a starting point and that randomised control trials are required to compare outcomes from this format with those of traditional lectures. Even so, the student responses suggest a teaching format worth piloting. Alongside the perceived educational benefits, it encourages physical activity in students who may otherwise avoid exercise. By allowing a range of different types of exercise, it can also support participation from students with a broad range of physical capabilities. The post-podcast classroom discussion adds a further benefit by creating space for reflection and a sense of community.
The authors stress that this form of blended learning could be further modified by individual educators. For example, students could be asked to walk, listen, and discuss the content in pairs before returning to the classroom. For educators, the broader lesson is that academic success and student wellbeing do not have to be treated as separate goals. Both may be supported by this approach presented by Biber and Heidorn (2021), particularly when teachers gather feedback early and refine the format around what students say works best.
FAQ
Q: How do students' preferences vary between different subjects when using the podcast-based walking programme?
A: Preferences are likely to vary across subjects because different disciplines rely on different kinds of teaching materials. Courses that depend heavily on diagrams, equations, or demonstrations may need transcripts, slides, or follow-up visuals to make podcast-based teaching effective, while discussion-led subjects may find the format easier to adopt. The key is to gather student feedback within each discipline and adapt the approach around what students say helps them learn best.
Q: What specific aspects of the podcasts do students find most engaging or beneficial for their learning?
A: Students are likely to respond best to podcasts that explain ideas clearly, use an engaging delivery style, and include examples that make abstract concepts easier to picture. Features such as storytelling, multiple speakers, or carefully used audio cues may also help sustain attention. Analysing student feedback on these details can show educators which podcast choices feel useful rather than passive, making it easier to refine future episodes around what students actually find helpful.
Q: How does this teaching method affect students with different student needs or disabilities?
A: The podcast-based walking programme can create barriers if it is not designed inclusively. Students who rely on visual material, have mobility impairments, or experience auditory processing difficulties may need alternatives or adjustments. Educators can widen access by providing transcripts, pairing audio with visual resources, offering alternative forms of movement or seated participation, and inviting regular feedback on what is or is not working. Those adaptations make the format more inclusive and help ensure the benefits are not limited to one type of learner.
References:
Biber, D.D. and Heidorn, J. 2021. Tailoring the Walking Classroom to Promote College Student Engagement. College Teaching 69 (3):169-172
DOI: 10.1080/87567555.2020.1833177
Hargett, J. L. 2018. Podcasting in Nursing Education: Using Commercially Prepared Podcasts to Spark Learning. Teaching and Learning in Nursing 13 (1):55–7.
DOI: 10.1016/j.teln.2017.08.003
Prakash, S. S., N. Muthuraman, and R. Anand. 2017. Short-Duration Podcasts as a Supplementary Learning Tool: Perceptions of Medical Students and Impact on Assessment Performance. BMC Medical Education 17 (1):167.
DOI: 10.1186%2Fs12909-017-1001-5
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