The academic benefit of active classrooms is larger in preschool children than in primary or middle school children¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q3·i3large
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 i3 Preschool subgroups show a large pooled effect (SMD = 1.05) versus a smaller primary-school effect (SMD = 0.21) and no effect in the single middle-school study (SMD = -0.01). → 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 · i3 · quant-synthesis · r3
Subgroup meta-analysis by grade. Six preschool studies (cluster-adjusted n = 122) pooled to SMD = 1.05; ten primary-school studies (n = 666) pooled to SMD = 0.21; the single middle-school study (n = 63) showed SMD = -0.01 with a CI including no effect. The X2 test of subgroup differences was statistically significant.
"the pooled estimate shows an increase in academic performance (SMD = 1.05) with CI excluding no effect following active classroom lessons compared to traditional classrooms. The pooled estimate from ten studies looking at children in primary school (cluster adjusted n = 666) shows a smaller increase in academic performance (SMD = 0.21)"
Discussion¶
Related Claims¶
- Physically active classrooms produce a small improvement in academic performance compared with traditional sedentary classrooms
- Effects of active classrooms on academic subjects vary, with language showing a clear increase and math and reading showing small imprecise effects
- Preschool attendees outperform informal-care peers on academic achievement from kindergarten through early adolescence
- Evidence for effective experiential learning approaches is weaker for preschool children than for primary school children
- Students report higher enjoyment of active classrooms than of traditional classrooms — related
- In-classroom physical activity breaks significantly improve primary school children's spelling performance — related
- Interventions lasting ≥24 weeks show larger effects on mathematics and overall academic achievement than shorter interventions — related
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