Longer duration of active commuting relates to better cognitive performance in a dose–response pattern among girls¶
Claim · All claims
Evidence · 1 study · quant-synthesisr1·q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Girls active commuting for greater than 15 min performed significantly better on numeric tasks, reasoning tasks, and overall cognitive performance than girls active commuting for less than 15 min; frequency of ACS also related to cognitive map accuracy. → Phansikar 2019
Evidence¶
Phansikar 2019¶
Phansikar, M.; Ashrafi, S.A.; Khan, N.A.; Massey, W.V.; Mullen, S.P. (2019). Active Commute in Relation to Cognition and Academic Achievement in Children and Adolescents: A Systematic Review and Future Recommendations. International Journal of Environmental Research and Public Health. https://doi.org/10.3390/ijerph16245103
q3 · i? · quant-synthesis · r1
Review synthesis of dose–response evidence for ACS and cognition. One study categorized ACS duration as less than or greater than 15 min and found "girls (but not boys) active commuting for greater than 15 min performed significantly better"; another found better cognitive map accuracy with more than four days per week of walking to school.
"They categorized the duration as either less than 15 min or greater than 15 min and found that girls (but not boys) active commuting for greater than 15 min performed significantly better on numeric tasks, reasoning tasks, and overall cognitive performance, as compared to girls who active commuted for less than 15 min [45]."
Discussion¶
Related Claims¶
- Active commuting to school is associated with better cognitive performance among girls but not boys in two reviewed studies
- Active commuting to school shows a positive association with at least one cognitive measure in a majority of reviewed studies, though findings are inconsistent across measures
- Within included studies, ACS was positively associated with cognitive performance and academic achievement in adolescent girls but not adolescent boys
- Among younger children, active commuting shows negative associations with grades and reading comprehension in some studies — related
- Active commuting to and from school is not significantly associated with cognitive performance in children and adolescents (pooled ES = −0.02) — reports the opposite
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