Dr Myrto Mavilidi
Short Bio
Contact Details
Limassol Campus 1: 92, Agias Fylaxeos, 3025 Limassol, Cyprus
Personal Website
Dr Myrto Mavilidi
EXPERTISE
My current research is centred on the integration of physical activity and learning experiences, specifically through the design, development, implementation, and evaluation of school-based programs that blend movements with academic learning for children. I am looking at the benefits of active learning and cognitively engaging physical activity, through physically active lessons and active breaks, on children’s physical and cognitive (e.g., executive function, academic performance) and mental health outcomes.
SHORT BIO
Associate Professor of Educational Psychology Myrto Mavilidi is the Program Director of the MSc of Educational Psychology at the University of Limassol. She holds a PhD in Educational Psychology from the University of Wollongong, Australia, a MSc in Educational Psychology from Erasmus Rotterdam University, the Netherlands, and a BSc of Psychology from Panteion University of Social & Political Studies, Greece. She is an accredited psychologist (Greek license Number: 144886). She has extensive track record (Google scholar h-index = 31) and teaching experience in Australian Universities (University of Wollongong & University of Newcastle). She has obtained over 5M AUD in external competitive funding. She is an Associate Investigator with the Australian Research Council Centre of Excellence for the Digital Child and Australian Research Council Discovery Early Career Researcher Award Fellow. Based on Fong et al., 2022 published in Educational Psychology Review, she was one of the most productive early scholars internationally in Educational Psychology between 2015-2022. She serves on the editorial board of Review of Educational Theory, Frontiers in Psychology, and Complementary Therapies in Medicine, and has acted as a peer-reviewer in more than 30 academic journals.
Selected Publications
- Mavilidi, M.F., Zou, L., Li, J., Cliff, D., Abdeta, C., Pesce, C., Paas, F., & Howard, S. J. (in press). Longitudinal associations between adherence to 24-hour movement behavior guidelines and self-regulation, executive function, and school readiness in preschool children. Mental Health & Physical Activity. https://doi.org/10.1016/j.mhpa.2025.100712
- Herold, F., Ludyga, S., Mavilidi, M. F., Benzing, V., Vazou, S., Tomporowski, P. D., & Pesce, C. (2025). The Other Side of the Coin – A Call to Investigate the Influence of Reduced Levels of Physical Activity on Children’s Cognition. Educational Psychology Review, 37(3). doi:10.1007/s10648-025-10031-5
- Zhang, Z., Yu, Q., Chen, Y., Zou, L., Ludyga, S., Mavilidi, M., . . . Paas, F. (2025). A Dual-Process Framework for Understanding How Physical Activity Enhances Academic Performance Through Domain-General and Domain-Specific Executive Functions. Educational Psychology Review, 37(3). doi:10.1007/s10648-025-10049-9
- Murcia, K., Lowe, G., Mavilidi, M., Cross, E., De Kok, M., & Peng, W. (2025). From conception to fruition: Co-designing a digital exhibit incorporating embodied cognition to encourage young children’s computational thinking in a Science Discovery Centre. Australian Educational Researcher, 52(3), 1751-1772. doi:10.1007/s13384-024-00785-2
- Zou, L., Zhang, Z., Mavilidi, M., Chen, Y., Herold, F., Ouwehand, K., & Paas, F. (2025). The synergy of embodied cognition and cognitive load theory for optimized learning. Nature Human Behaviour, 9(5), 877-885. doi:10.1038/s41562-025-02152-2
- Mavilidi, M. F., Vazou, S., Lubans, D. R., Robinson, K., Woods, A. J., Benzing, V., . . . Pesce, C. (2025). How Physical Activity Context Relates to Cognition Across the Lifespan: A Systematic Review and Meta-Analysis. Psychological Bulletin, 151(5), 544-579. doi:10.1037/bul0000478
- Ng, R., Rivera, M. C. S., Cook, M., Mavilidi, M. F., & Bennett, S. (2025). Co-researching with primary school students to retrace their digital footprint. Computers and Education, 224. doi:10.1016/j.compedu.2024.105170
- Mallawaarachchi, S., Burley, J., Mavilidi, M., Howard, S. J., Straker, L., Kervin, L., . . . Cliff, D. (2024). Early Childhood Screen Use Contexts and Cognitive and Psychosocial Outcomes: A Systematic Review and Meta-analysis. JAMA Pediatrics, 178(10), 1017-1026. doi:10.1001/jamapediatrics.2024.2620
- Tonge, K. L., Mavilidi, M., & Jones, R. A. (2024). An updated systematic review of correlates of children’s physical activity and sedentary time in early childhood education services. Child Care Health and Development, 50(3). doi:10.1111/cch.13265
- Robinson, K. J., Lubans, D. R., Mavilidi, M. F., Ortega, F. B., & Riley, N. (2024). Test–Retest Reliability and Concurrent Validity of the 30 second Sit to Stand Test in Adolescents. Measurement in Physical Education and Exercise Science, 28(1), 109-118. doi:10.1080/1091367X.2023.2249869
- Robinson, K., Riley, N., Owen, K., Drew, R., Mavilidi, M. F., Hillman, C. H., . . . Lubans, D. R. (2023). Effects of Resistance Training on Academic Outcomes in School-Aged Youth: A Systematic Review and Meta-Analysis. Sports Medicine, 53(11), 2095-2109. doi:10.1007/s40279-023-01881-6
- Pindus, D. M., Shigeta, T. T., Leahy, A. A., Mavilidi, M. F., Nayak, A., Marcozzi, D., . . . Lubans, D. R. (2023). Sex moderates the associations between physical activity intensity and attentional control in older adolescents. Scandinavian Journal of Medicine and Science in Sports, 33(5), 737-753. doi:10.1111/sms.14311
- Stolz, S. A. (2021). The Body, Embodiment, and Education. Routledge. doi:10.4324/9781003142010
- Mavilidi, M. F., Pesce, C., Mazzoli, E., Bennett, S., Paas, F., Okely, A. D., & Howard, S. J. (2023). Effects of Cognitively Engaging Physical Activity on Preschool Children’s Cognitive Outcomes. Research Quarterly for Exercise and Sport, 94(3), 839-852. doi:10.1080/02701367.2022.2059435
- Murphy, J., Milton, K., McLaughlin, M., Shilton, T., McLoughlin, G. M., Reece, L. J., . . . Sutherland, R. (2023). Advocating for Implementation of the Global Action Plan on Physical Activity: Challenges and Support Requirements. Journal of Physical Activity and Health, 20(1), 10-19. doi:10.1123/jpah.2022-0357
- Mavilidi, M. F., Pesce, C., Benzing, V., Schmidt, M., Paas, F., Okely, A. D., & Vazou, S. (2022). Meta-analysis of movement-based interventions to aid academic and behavioral outcomes: A taxonomy of relevance and integration. Educational Research Review, 37. doi:10.1016/j.edurev.2022.100478
- Spanou, M., Kaioglou, V., Pesce, C., Mavilidi, M. F., & Venetsanou, F. (2022). “Move” Their Brain: Motor Competence Mediates the Relationship of Physical Activity and Executive Functions in Children. Applied Sciences Switzerland, 12(20). doi:10.3390/app122010527
- Mavilidi, M. F., Rigoutsos, S., & Venetsanou, F. (2022). Training Early Childhood Educators to Promote Children’s Physical Activity. Early Childhood Education Journal, 50(5), 785-794. doi:10.1007/s10643-021-01191-4
- Muntaner-Mas, A., Mazzoli, E., Abbott, G., Mavilidi, M. F., & Galmes-Panades, A. M. (2022). Do Physical Fitness and Executive Function Mediate the Relationship between Physical Activity and Academic Achievement? An Examination Using Structural Equation Modelling. Children, 9(6). doi:10.3390/children9060823
- Robinson, K. J., Lubans, D. R., Mavilidi, M. F., Hillman, C. H., Benzing, V., Valkenborghs, S. R., . . . Riley, N. (2022). Effects of Classroom-Based Resistance Training With and Without Cognitive Training on Adolescents’ Cognitive Function, On-task Behavior, and Muscular Fitness. Frontiers in Psychology, 13. doi:10.3389/fpsyg.2022.811534
- Tocci, N., Scibinetti, P., Mazzoli, E., Mavilidi, M. F., Masci, I., Schmidt, M., & Pesce, C. (2022). Giving Ideas Some Legs or Legs Some Ideas? Children’s Motor Creativity Is Enhanced by Physical Activity Enrichment: Direct and Mediated Paths. Frontiers in Psychology, 13. doi:10.3389/fpsyg.2022.806065
- Mavilidi, M. F., Marsh, H. W., Xu, K. M., Parker, P. D., Jansen, P. W., & Paas, F. (2022). Relative Age Effects on Academic Achievement in the First Ten Years of Formal Schooling: A Nationally Representative Longitudinal Prospective Study. Journal of Educational Psychology, 114(2), 308-325. doi:10.1037/edu0000681
- Eather, N., Mavilidi, M. F., Sharp, H., & Parkes, R. (2022). Programmes targeting student retention/success and satisfaction/experience in higher education: A systematic review. Journal of Higher Education Policy and Management, 44(3), 223-239. doi:10.1080/1360080X.2021.2021600
- Lubans, D. R., Leahy, A. A., Mavilidi, M. F., & Valkenborghs, S. R. (2022). Physical Activity, Fitness, and Executive Functions in Youth: Effects, Moderators, and Mechanisms. Unknown Journal, 53, 103-130. doi:10.1007/7854_2021_271
- Stodden, D., Lakes, K. D., Côté, J., Aadland, E., Benzing, V., Brian, A., . . . Pesce, C. (2021). Exploration: an overarching focus for holistic development. Brazilian Journal of Motor Behavior, 15(5), 301-320. doi:10.20338/bjmb.v15i5.254
- Vazou, S., & Mavilidi, M. F. (2021). Cognitively Engaging Physical Activity for Targeting Motor, Cognitive, Social, and Emotional Skills in the Preschool Classroom: The Move for Thought preK-K Program. Frontiers in Psychology, 12. doi:10.3389/fpsyg.2021.729272
- Costigan, S., Eather, N., Gyawali, P., Hillman, C., Holliday, E., Kennedy, S., . . . Weaver, N. (2021). Time-efficient physical activity intervention for older adolescents: the Burn 2 Learn cluster randomised controlled trial. Journal of Science and Medicine in Sport, 24, s3-s4. doi:10.1016/j.jsams.2021.09.018
- Mavilidi, M. F., Bennett, S., Paas, F., Okely, A. D., & Vazou, S. (2021). Parents’ and early childhood educators’ perceptions on movement and learning program implementation. International Journal of Environmental Research and Public Health, 18(22). doi:10.3390/ijerph182211913
- Howard, S. J., Vasseleu, E., Neilsen-Hewett, C., de Rosnay, M., Chan, A. Y. C., Johnstone, S., . . . Melhuish, E. C. (2021). Executive Function and Self-Regulation: Bi-Directional Longitudinal Associations and Prediction of Early Academic Skills. Frontiers in Psychology, 12. doi:10.3389/fpsyg.2021.733328
- Mavilidi, M. F., Ouwehand, K., Schmidt, M., Pesce, C., Tomporowski, P. D., Okely, A., & Paas, F. (2021). Embodiment as a pedagogical tool to enhance learning. In Body Embodiment and Education an Interdisciplinary Approach (pp. 183-203). doi:10.4324/9781003142010-10
- Pindus, D. M., Shigeta, T., Leahy, A. A., Mavilidi, M., Ninomiya, A. S., Hillman, C. H., & Lubans, D. R. (2021). Sex Moderates The Associations Of Accelerometer-measured Physical Activity Intensity To Executive Functions Among Older Adolescents. MEDICINE AND SCIENCE IN SPORTS AND EXERCISE, 53(8), 313-314. Retrieved from https://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000693955700204&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=cb772aff542b6e77232a9dbe2751f8f4
- Lubans, D. R., Smith, J. J., Eather, N., Leahy, A. A., Morgan, P. J., Lonsdale, C., . . . Hillman, C. H. (2021). Time-efficient intervention to improve older adolescents’ cardiorespiratory fitness: Findings from the a € Burn 2 Learn’ cluster randomised controlled trial. British Journal of Sports Medicine, 55(13), 751-758. doi:10.1136/bjsports-2020-103277
- Mavilidi, M. F., & Vazou, S. (2021). Classroom-based physical activity and math performance: Integrated physical activity or not?. Acta Paediatrica International Journal of Paediatrics, 110(7), 2149-2156. doi:10.1111/apa.15860
- Mavilidi, M. F., Mason, C., Leahy, A. A., Kennedy, S. G., Eather, N., Hillman, C. H., . . . Lubans, D. R. (2021). Effect of a Time-Efficient Physical Activity Intervention on Senior School Students’ On-Task Behaviour and Subjective Vitality: the ‘Burn 2 Learn’ Cluster Randomised Controlled Trial. Educational Psychology Review, 33(1), 299-323. doi:10.1007/s10648-020-09537-x
- Riley, N., Mavilidi, M. F., Kennedy, S. G., Morgan, P. J., & Lubans, D. R. (n.d.). Dissemination of Thinking while Moving in Maths: Implementation Barriers and Facilitators. TRANSLATIONAL JOURNAL OF THE AMERICAN COLLEGE OF SPORTS MEDICINE, 6(1), 12 pages.
- Pesce, C., Vazou, S., Benzing, V., Álvarez-Bueno, C., Anzeneder, S., Mavilidi, M. F., . . . Schmidt, M. (2021). Effects of chronic physical activity on cognition across the lifespan: a systematic meta-review of randomized controlled trials and realist synthesis of contextualized mechanisms. International Review of Sport and Exercise Psychology, 16(1), 722-760. doi:10.1080/1750984X.2021.1929404
- Leahy, A. A., Mavilidi, M. F., Smith, J. J., Hillman, C. H., Eather, N., Barker, D., & Lubans, D. R. (2020). Review of High-Intensity Interval Training for Cognitive and Mental Health in Youth. Medicine and Science in Sports and Exercise, 52(10), 2224-2234. doi:10.1249/MSS.0000000000002359
- Schmidt, M., Mavilidi, M. F., Singh, A., & Englert, C. (2020). Combining physical and cognitive training to improve kindergarten children’s executive functions: A cluster randomized controlled trial. Contemporary Educational Psychology, 63. doi:10.1016/j.cedpsych.2020.101908
- Mavilidi, M. F., Lubans, D. R., Miller, A., Eather, N., Morgan, P. J., Lonsdale, C., . . . Riley, N. (n.d.). Impact of the “Thinking while Moving in English” intervention on primary school children’s physical activity and academic outcomes: A cluster randomized controlled trial. doi:10.21203/rs.3.rs-18509/v1
- Mavilidi, M. F., Ouwehand, K., Riley, N., Chandler, P., & Paas, F. (2020). Effects of an acute physical activity break on test anxiety and math test performance. International Journal of Environmental Research and Public Health, 17(5). doi:10.3390/ijerph17051523
- Janssen, A., Leahy, A. A., Diallo, T. M. O., Smith, J. J., Kennedy, S. G., Eather, N., . . . Lubans, D. R. (2020). Cardiorespiratory fitness, muscular fitness and mental health in older adolescents: A multi-level cross-sectional analysis. Preventive Medicine, 132. doi:10.1016/j.ypmed.2020.105985
- Mavilidi, M. F., Lubans, D. R., Miller, A., Eather, N., Morgan, P. J., Lonsdale, C., . . . Riley, N. (2020). Impact of the “Thinking while Moving in English” intervention on primary school children’s academic outcomes and physical activity: A cluster randomised controlled trial. International Journal of Educational Research, 102. doi:10.1016/j.ijer.2020.101592
- Nazlieva, N., Mavilidi, M. F., Baars, M., & Paas, F. (2020). Establishing a scientific consensus on the cognitive benefits of physical activity. International Journal of Environmental Research and Public Health, 17(1). doi:10.3390/ijerph17010029
- Mavilidi, M. F., Drew, R., Morgan, P. J., Lubans, D. R., Schmidt, M., & Riley, N. (2020). Effects of different types of classroom physical activity breaks on children’s on-task behaviour, academic achievement and cognition. Acta Paediatrica International Journal of Paediatrics, 109(1), 158-165. doi:10.1111/apa.14892
- Schmidt, M., Benzing, V., Wallman-Jones, A., Mavilidi, M. F., Lubans, D. R., & Paas, F. (2019). Embodied learning in the classroom: Effects on primary school children’s attention and foreign language vocabulary learning. Psychology of Sport and Exercise, 43, 45-54. doi:10.1016/j.psychsport.2018.12.017
- Mavilidi, M., Ouwehand, K., Okely, A. D., Chandler, P., & Paas, F. (2019). Embodying learning through physical activity and gestures in preschool children. In Advances in Cognitive Load Theory (pp. 103-118). Taylor & Francis. doi:10.4324/9780429283895-9
- Mavilidi, M. F., & Zhong, L. (2019). Exploring the Development and Research Focus of Cognitive Load Theory, as Described by Its Founders: Interviewing John Sweller, Fred Paas, and Jeroen van Merriënboer. Educational Psychology Review, 31(2), 499-508. doi:10.1007/s10648-019-09463-7
- Mavilidi, M. F., Lubans, D. R., Morgan, P. J., Miller, A., Eather, N., Karayanidis, F., . . . Riley, N. (2019). Integrating physical activity into the primary school curriculum: Rationale and study protocol for the “Thinking while Moving in English” cluster randomized controlled trial. BMC Public Health, 19(1). doi:10.1186/s12889-019-6635-2
- Mavilidi, M., Ouwehand, K., Okely, A. D., & Chandler, P. (2019). EMBODYING LEARNING THROUGH PHYSICAL ACTIVITY AND GESTURES IN PRESCHOOL CHILDREN. In Advances in Cognitive Load Theory Rethinking Teaching (pp. 103-118). doi:10.4324/9780429283895-9
- Mavilidi, M. F., Ruiter, M., Schmidt, M., Okely, A. D., Loyens, S., Chandler, P., & Paas, F. (2018). A narrative review of school-based physical activity for enhancing cognition and learning: The importance of relevancy and integration. Frontiers in Psychology, 9(OCT). doi:10.3389/fpsyg.2018.02079
- Mavilidi, M. F., Lubans, D. R., Eather, N., Morgan, P. J., & Riley, N. (2018). Preliminary efficacy and feasibility of “thinking while moving in english”: A program with physical activity integrated into primary school english lessons. Children, 5(8). doi:10.3390/children5080109
- Mavilidi, M. F., Okely, A., Chandler, P., Louise Domazet, S., & Paas, F. (2018). Immediate and delayed effects of integrating physical activity into preschool children’s learning of numeracy skills. Journal of Experimental Child Psychology, 166, 502-519. doi:10.1016/j.jecp.2017.09.009
- Bokosmaty, S., Mavilidi, M. F., & Paas, F. (2017). Making versus observing manipulations of geometric properties of triangles to learn geometry using dynamic geometry software. Computers and Education, 113, 313-326. doi:10.1016/j.compedu.2017.06.008
- Mavilidi, M. F., Okely, A. D., Chandler, P., & Paas, F. (2017). Effects of Integrating Physical Activities Into a Science Lesson on Preschool Children’s Learning and Enjoyment. Applied Cognitive Psychology, 31(3), 281-290. doi:10.1002/acp.3325
- Mavilidi, M., Okely, A., Chandler, P., & Paas, F. (2017). Infusing task-relevant physical activities into the classroom: effects on preschool children’s geography learning. In Journal of Science and Medicine in Sport Vol. 20 (pp. e109). Elsevier. doi:10.1016/j.jsams.2017.01.183
- Mavilidi, M. (2017). Effects of integrating movements into the learning task on preschool children’s cognition and learning.
- Mavilidi, M. F., Okely, A. D., Chandler, P., & Paas, F. (2016). Infusing Physical Activities Into the Classroom: Effects on Preschool Children’s Geography Learning. Mind Brain and Education, 10(4), 256-263. doi:10.1111/mbe.12131
- Pouw, W. T. J. L., Mavilidi, M. F., van Gog, T., & Paas, F. (2016). Gesturing during mental problem solving reduces eye movements, especially for individuals with lower visual working memory capacity. Cognitive Processing, 17(3), 269-277. doi:10.1007/s10339-016-0757-6
- Agostinho, S., Ginns, P., Tindall-Ford, S., Mavilidi, M. F., & Paas, F. (2016). ‘Touch the screen’: Linking touch-based educational technology with learning – A synthesis of current research. In Educational Technologies Challenges Applications and Learning Outcomes (pp. 33-58).
- Toumpaniari, K., Loyens, S., Mavilidi, M. F., & Paas, F. (2015). Preschool children’s foreign language vocabulary learning by embodying words through physical activity and gesturing. Educational Psychology Review, 27(3), 445-456. doi:10.1007/s10648-015-9316-4
- Mavilidi, M. F., Okely, A. D., Chandler, P., Cliff, D. P., & Paas, F. (2015). Effects of integrated physical exercises and gestures on preschool children’s foreign language vocabulary learning. Educational Psychology Review, 27(3), 413-426. doi:10.1007/s10648-015-9337-z
- Bokosmaty, S., Howard, S., Mavilidi, M. -F., & Paas, F. (2015). Reducing cognitive load: The effects of gesturing on children’s effective working memory capacity. In 8th Cognitive Load Theory Conference (pp. 21). Fort Collins, United States.
- Mavilidi, M. F., Hoogerheide, V., & Paas, F. (2014). A quick and easy strategy to reduce test anxiety and enhance test performance. Applied Cognitive Psychology, 28(5), 720-726. doi:10.1002/acp.3058
- Paas, F., & Mavilidi, M. -F. (2014). HSC exam guide: how to help your kids through this stressful time. The Conversation, (30 September), 1-3. Retrieved from https://theconversation.com/hsc-exam-guide-how-to-help-your-kids-through-this-stressful-time-31553
- Mavilidi, M., Paas, F., Okely, A., & Chandler, P. (2014). Embodying cognition in the classroom: A new approach to foster physical activity and learning. In Journal of Science and Medicine in Sport Vol. 18 (pp. e96). Elsevier. doi:10.1016/j.jsams.2014.11.364
PROJECTS
- 2025-2028: Mavilidi, M. “Screening” digital active learning for young children. ARC DECRA (Australian Research Council Discovery Early Career Researcher Award).
- 2025-2027: Apps, T., Beckman, K., Mavilidi M., Bennett, S. Identifying the links between videogame play and wellbeing and developing resources for problematic play prevention among high school students. New South Wales Department of Education, Screen and addiction fund.
- 2023-2024: Mavilidi, M. F. Novel physical activity games of different intensity for preschool children to promote self-control. UOW AEGiS (Advancement and Equity Grant Scheme for Research)
- 2022-2023: Mavilidi, M. F. Illawarra Health Medical Research Institute, Dame Bridget Ogilvie Citation Award.
- 2022-2023: Sporea, R., Okely, A., Jones, R., Parrish, A. M., Hewitt, L., Mavilidi, M. F., Kariippanon, K. MiniMoveMate: A streamlined wearable addressing current challenges in assessing physical activity, sedentary behaviour and sleep in children. University Global Partnership Network.
- 2021-2022: Okely, A. D., Francois, M., Astell-Burt, T., Phillipson, L., Gopaldasani, V., Smithers, L., Cliff, D., Jones, R., Stanley, R., Kariippanon, K., Mavilidi, M. F. Actigraph Accelerometers. UOW Major Equipment Grants.
- 2021-2022: Mavilidi, M. Educational technology and movements during geography learning in preschool children. UOW RITA (RevITAlise Research Grants).
- 2022-2027: Aadland, E., Fusche Moe, V., Okely, A., Odegaard, E., Tjomsland, H. E., Sadownik, A. R., Thurston, M., Lervag, A., Riiser, K., Storksen, I., Pesce, C., Rudd, J. Howard, S., Jones, R., Mavilidi, M. F. Move-play-explore in early childhood education (MoveEarly). Norwegian Research Council.
- 2020: François, M., Melville, G., Okely, T., Parrish, A.M., Roach, L., Cliff, D, Jones, R., Stanley, R., Kariippannon, K., Mavilidi, M. F. Equipment Grant. Actigraph wGT3X-BT Accelerometers and required accessories. National Health and Medical Research Council
- 2020-2023: Mavilidi, M. F. Integrated task-relevant physical activity as a healthy way to promote children’s learning: Balancing physical- and learning-task complexity. UOW Vice Chancellor’s Postdoctoral Fellowship Research Award.
- 2019: Riley, N., Mavilidi M. F., Lubans, D., Valkenborghs, S., Barker, D., Hillman, C., Schmidt, M. Investigating the impact of cognitively demanding physical activity breaks on adolescent’s cognition, brain structure and function. Hunter Medical Research Institute.
- 2018: Riley, N., Mavilidi, M. F., Lubans, D., Morgan, P. Evaluation and dissemination of the TWM using the RE-AIM framework. NSW Department of Education, School Sport Unit.
- 2017: Mavilidi, M.F. Effects of physical activity breaks on test anxiety and math test performance. Student Research Grant. NSW Institute of Educational Research.