The viewpoint of embodied cognition holds that cognitive processes are rooted in the body’s interactions with the world aimed at gathering and collecting as much information as possible: cognition is situated, body based and for action (Wilson, 2002). From this perspective, embodied cognition research may have important implications for education because it highlights an approach to learning through whole-body engagement (Gallagher & Lindgren, 2015). Anything is known when physical activity is integrated with academic content during physical education lessons. The present research tried to fill the lack of studies focused on the application of the embodied didactics to a wider scenario that could involve all the aspects of the child’s activity through games during physical education lessons. The aim of this paper was to examine the effect of embodied physical activity during curricula physical education lessons on mathematical achievement, and physical fitness level.