Active classrooms show no clear effect on executive function or fluid intelligence¶
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? Pooled effects on executive function are small and negative (SMD = -0.04) with a CI including no effect and possible benefit; fluid intelligence shows close to no effect. → Bedard Chloe 2019
Evidence¶
Bedard Chloe 2019¶
Bedard Chloe, St John Laura, Bremer Emily, Graham Jeffrey D., Cairney John. (2019). A systematic review and meta-analysis on the effects of physically active classrooms on educational and enjoyment outcomes in school age children. PLoS ONE. https://doi.org/10.1371/journal.pone.0218633
q3 · i? · quant-synthesis · r1
Meta-analysis of three studies (n = 112) on executive functions (inhibition, cognitive flexibility, working memory) pooled to SMD = -0.04 (-0.41 to 0.34); two studies of fluid intelligence (n = 61) showed a mean difference of 0.38 (-3.21 to 3.96). No effect sizes beyond these were printed.
"Pooled estimates show small negative effects of active classrooms compared to traditional classrooms on measures of EF (SMD = -0.04), however the CI include no effect and possible benefit. Two other studies used Raven’s Standard Progressive matrices to measure fluid intelligence and found close to no effect of active classrooms"
Discussion¶
Learner Variables¶
- Executive Function — outcome: instruction changes it
- General Cognitive Ability — outcome: instruction changes it
Related Claims¶
- Task-switching training improves untrained switching and other executive functions in school-aged children, though transfer findings are heterogeneous
- Effects of active classrooms on academic subjects vary, with language showing a clear increase and math and reading showing small imprecise effects
- Physical activity interventions in childhood show no overall benefit for executive functions or academic achievement — related
- Physical activity interventions in childhood improve fluid intelligence with a small summary effect, based on moderate-certainty evidence — related
- In-classroom physical activity breaks show no significant effects on children's executive function and attention outcomes — related
- Physically active classrooms produce a small improvement in academic performance compared with traditional sedentary classrooms — related
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