Physically active classrooms produce a small improvement in academic performance compared with traditional sedentary classrooms¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i1 small
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Pooled across 20 randomized studies, active classrooms show a small positive effect on academic performance versus traditional classrooms (SMD = 0.28, 95% CI 0.09 to 0.47). → 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 · i1 · quant-synthesis · r3

Meta-analysis pooling 20 randomized trials (cluster-adjusted n = 842) using random-effects standardized mean differences. The pooled estimate shows "a small increase in performance on academic tests" with SMD = 0.28 (95% CI 0.09 to 0.47); I2 = 48% indicated moderate heterogeneity.

"Pooled estimates of all measures of academic performance from 20 studies of 842 (cluster adjusted) participants shows a small increase in performance on academic tests following an active classroom intervention compared to a traditional sedentary classroom (SMD = 0.28, 95% confidence interval (CI) range from 0.09 to 0.47"

Discussion¶

Related Claims¶

• Classroom-based physical activity improves academic achievement when progress monitoring tools are the outcome measure (pooled SMD = 1.03)
• Students report higher enjoyment of active classrooms than of traditional classrooms
• The academic benefit of active classrooms is larger in preschool children than in primary or middle school children
• Effects of active classrooms on academic subjects vary, with language showing a clear increase and math and reading showing small imprecise effects
• Increasing school physical education time shows small-to-medium effects on achievement while active classrooms show mixed effects compared with traditional sedentary classrooms
• Classroom-based physical activity shows no improvement in academic achievement when measured with national standardised tests (pooled SMD = −1.13, CI crossing zero)
• Active classrooms increase time on task compared with traditional classrooms — related
• Active classrooms show no clear effect on executive function or fluid intelligence — related
• Classroom-based physical activity improves on-task behaviour and reduces off-task behaviour in primary school children (pooled SMD = 0.60) — related
• Classroom-based physical activity showed no statistically significant pooled effect on cognitive function in primary school children (SMD = 0.33, CI crossing zero) — 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
• School-based physical activity interventions have a small positive weighted population effect on children's academic performance (rw = 0.181) — a broader claim this one bears on