Pooled active-break effect estimates are robust to sensitivity analyses varying within-study correlation and excluding individual studies¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q3
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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? Leave-one-study-out analyses changed pooled effect sizes by at most 0.02–0.04 across outcomes, and estimates were stable across assumed within-study correlations ρ = 0 to 0.8. → Melguizo-Ibáñez 2026
Evidence¶
Melguizo-Ibáñez 2026¶
Melguizo-Ibáñez, E., Zurita-Ortega, F., Tadeu, P., Ubago-Jiménez, J. L., & Alonso Vargas, J. M. (2026). Classroom Active Breaks as a Physical-Educational Intervention for Executive Functions and Mathematical Outcomes: a Systematic Review with Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10146-3
q3 · i? · quant-synthesis · r3
Sensitivity analyses of the RVE models: LOSO exclusions produced maximum changes in g of ≤ 0.03 (attention, inhibitory control, achievement), ≤ 0.02 (working memory) and ≤ 0.04 (fluency); Cook's distance stayed below threshold (maximum 0.23).
"Leave-one-study-out (LOSO) analyses showed that sequential exclusion of individual studies resulted in only minor changes in pooled estimates across outcomes."
Discussion¶
Related Claims¶
- Effects of active breaks on mathematical achievement are small and lose significance under Robust Variance Estimation — related
- Classroom active breaks show no statistically significant effect on attention in schoolchildren — related
- Classroom active breaks show no statistically significant effect on inhibitory control in schoolchildren — related
- Classroom active breaks show no reliable effect on mathematical fluency — related
- Leave-one-out sensitivity analysis confirms the pooled productivity effect is robust (g = 0.24–0.38, all p < 0.05), with two studies (P002, P004) exerting disproportionate influence. — related
- The pooled association is robust to dependence, baseline-adjustment, risk-of-bias, and effect-size-derivation sensitivity analyses — related
- The pooled effect of writing instruction for US ELL students is robust to sensitivity analyses but funnel plot asymmetry suggests possible missing positive effect sizes — related
- Pooled effect sizes for deployment on mental health are robust across components of methodological quality in sensitivity analyses — related
- Publication bias is present in the mathematics–writing literature, though the pooled estimate is robust in sensitivity analyses — related
- Classroom active breaks produce a small but statistically significant positive effect on working memory in schoolchildren aged 6–16 — related
- Moderate-to-vigorous intensity active breaks are associated with slightly greater working-memory improvements than moderate intensity, in exploratory meta-regression — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
active-breaks-pooled-estimates-robust-sensitivity |
title |
Pooled active-break effect estimates are robust to sensitivity analyses varying within-study correlation and excluding individual studies |
description |
Pooled active-break effect estimates are robust to sensitivity analyses varying within-study correlation and excluding individual studies |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-20 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — melguizo-ibáñez-2026 |
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