Including behavior change techniques in acute physical activity interventions is the only moderator associated with larger academic effects (g = 0.54 vs 0.23)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i2 medium
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Programs that included behavior change techniques showed larger effects (g = 0.54) than programs that did not (g = 0.23). → Muntaner-Mas A 2024

Evidence¶

Muntaner-Mas A 2024¶

Muntaner-Mas A, Morales JS, Martínez-de-Quel Ó, Lubans DR, García-Hermoso A. (2024). Acute effect of physical activity on academic outcomes in school-aged youth: A systematic review and multivariate meta-analysis. Scand J Med Sci Sports. https://doi.org/10.1111/sms.14479

q3 · i2 · quant-synthesis · r3

Sub-group meta-analysis comparing interventions with versus without behavior change techniques. The with-BCT group showed "Hedge's g = 0.54, 95% CI, 0.18-0.90" with substantial heterogeneity (I2 = 78.59%) versus g = 0.23 without; the between-group moderation test used p <= 0.10.

"programs that included behavior change techniques resulted in larger effects (Hedge's g = 0.54, 95% CI, 0.18-0.90, p < 0.001, I 2 = 78.59%) compared with programs that did not (Hedge's g = 0.23, 95% CI, 0.10-0.36, p < 0.001, I 2 = 0%)"

Discussion¶

Related Claims¶

• Acute physical activity improves mathematics performance in school-aged youth (Hedge's g = 0.29 multivariate) — related
• A single bout of acute physical activity increases overall academic outcomes in school-aged youth (Hedge's g = 0.35) — related
• Age, setting, design, number of conditions, activity type, duration, intensity and test timing showed no significant moderation of acute physical activity effects on academic outcomes — possibly the same claim (merge candidate)
• Greater exercise intensity, not merely increased frequency, is associated with larger academic gains — related
• Acute exercise produces an overall small positive effect on cognition, with executive functions benefiting most and effects lasting up to two hours post-exercise — a broader claim this one bears on
• Increased physical activity does not negatively affect academic performance, but academic performance is not caused solely by increased physical activity — related
• Neither age nor acute-versus-chronic study design moderates the effect of resistance training on academic outcomes — related