Classroom-based physical activity improves academic achievement when progress monitoring tools are the outcome measure (pooled SMD = 1.03)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i3 large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 When progress monitoring tools were used (4 studies), academic-related outcomes generally showed improvement (SMD = 1.03, 95% CI -0.22 to 1.84). → Watson Amanda 2017

Evidence¶

Watson Amanda 2017¶

Watson Amanda, Timperio Anna, Brown Helen, Best Keren, Hesketh Kylie D. (2017). Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis. The International Journal of Behavioral Nutrition and Physical Activity. https://doi.org/10.1186/s12966-017-0569-9

q3 · i3 · quant-synthesis · r2

Random-effects meta-analysis of 4 studies using progress monitoring tools as the academic achievement measure. The review reports outcomes "generally showed improvement" with SMD = 1.03 (95% CI: -0.22,1.84); the interval includes zero.

"When progress monitoring tools were used (4 studies) as the outcome measure, academic-related outcomes generally showed improvement (standardised mean difference = 1.03 (95% CI: -0.22,1.84))"

Discussion¶

Related Claims¶

• Physically active classrooms produce a small improvement in academic performance compared with traditional sedentary classrooms
• Interventions lasting ≥24 weeks show larger effects on mathematics and overall academic achievement than shorter interventions
• Classroom-based physical activity shows no improvement in academic achievement when measured with national standardised tests (pooled SMD = −1.13, CI crossing zero)
• School-based physical activity programs significantly improve mathematics achievement in children and adolescents (SMD = 0.11) — related
• School-based physical activity shows no significant effect on reading comprehension achievement — related
• In-classroom physical activity breaks show no significant effect on primary school children's mathematics performance — related
• In-classroom physical activity breaks significantly improve primary school children's spelling performance — related
• Effects of active classrooms on academic subjects vary, with language showing a clear increase and math and reading showing small imprecise effects — related
• Classroom-based physical activity interventions did not affect children's overall physical activity levels in meta-analysis (SMD = 0.40, CI crossing zero) — related