Cycling, but not walking, to and from school was positively associated with mathematics performance in the one study analyzing modes separately¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Only one included study examined cycling separately from walking, reporting that cycling to and from school was positively associated with greater mathematics performance while walking showed no positive impact. → Ruiz-Hermosa A. 2019

Evidence¶

Ruiz-Hermosa A. 2019¶

Ruiz-Hermosa A., Álvarez-Bueno C., Cavero-Redondo I., Martínez-Vizcaíno V., Redondo-Tébar A., Sánchez-López M. (2019). Active Commuting to and from School, Cognitive Performance, and Academic Achievement in Children and Adolescents: A Systematic Review and Meta-Analysis of Observational Studies. International Journal of Environmental Research and Public Health. https://doi.org/10.3390/ijerph16101839

q2 · i? · associational · r2

The review's discussion of Domazet et al. (Denmark, 568 adolescents), the only included study analyzing cyclists and walkers separately. The review attributes the finding to that study and speculates walking intensity may be insufficient; no effect size is printed here.

"only Domazet et al. [43] examined cycling separately, and they reported that while cycling to and from school was positively associated with a greater mathematics performance, walking to and from school had no positive impact on performance in this subject."

Discussion¶

Related Claims¶

• Within included studies, ACS was positively associated with cognitive performance and academic achievement in adolescent girls but not adolescent boys