Classroom-based physical activity interventions did not affect children's overall physical activity levels in meta-analysis (SMD = 0.40, CI crossing zero)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2017 · checked against its sources 2026-11-01 (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? Meta-analysis of 3 studies indicated classroom-based physical activity did not affect physical activity (SMD = 0.40, 95% CI -0.15 to 0.95). → Watson Amanda 2017
Evidence¶
Watson Amanda 2017¶
Watson Amanda, Timperio Anna, Brown Helen, Best Keren, Hesketh Kylie D. (2017). Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis. The International Journal of Behavioral Nutrition and Physical Activity. https://doi.org/10.1186/s12966-017-0569-9
q3 · i? · quant-synthesis · r2
Random-effects meta-analysis of 3 studies measuring physical activity over the study duration. The review reports the interventions "did not affect physical activity" with SMD = 0.40 (95% CI: -0.15,0.95).
"results from 3 studies included in meta-analysis indicate classroom-based physical activity did not affect physical activity (standardised mean difference = 0.40 (95% CI: -0.15,0.95)"
Discussion¶
Learner Variables¶
- Physical Well-Being — outcome: instruction changes it
Related Claims¶
- Classroom-based physical activity showed no statistically significant pooled effect on cognitive function in primary school children (SMD = 0.33, CI crossing zero) — related
- School-based physical activity programs significantly improve mathematics achievement in children and adolescents (SMD = 0.11) — related
- Classroom-based physical activity shows no improvement in academic achievement when measured with national standardised tests (pooled SMD = −1.13, CI crossing zero) — related
- Classroom-based physical activity improves academic achievement when progress monitoring tools are the outcome measure (pooled SMD = 1.03) — related
- In-classroom physical activity breaks show no significant effect on primary school children's mathematics performance — related
- Physically active classrooms produce a small improvement in academic performance compared with traditional sedentary classrooms — related
- Moderate-intensity physical activity is positively associated with mathematics and overall academic achievement — related
- School-based physical activity shows no significant effect on reading comprehension achievement — related
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