In-classroom physical activity breaks show no significant effects on children's executive function and attention outcomes¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2–r3 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? IcPABs did not significantly affect inhibitory performance (SMD = −0.64, p = 0.30), with considerable heterogeneity (I2 = 97%). → Peiris D. L. I. H. K. 2022 q3 i? IcPABs showed no significant pooled effect on updating (SMD = −0.07, p = 0.65) or attention performance (SMD = 0.31, p = 0.67). → Peiris D. L. I. H. K. 2022 (2)

Evidence¶

Peiris D. L. I. H. K. 2022¶

Peiris D. L. I. H. K., Duan Yanping, Vandelanotte Corneel, Liang Wei, Yang Min, Baker Julien Steven. (2022). Effects of In-Classroom Physical Activity Breaks on Children’s Academic Performance, Cognition, Health Behaviours and Health Outcomes: A Systematic Review and Meta-Analysis of Randomised Controlled Trials. International Journal of Environmental Research and Public Health. https://doi.org/10.3390/ijerph19159479

q3 · i? · quant-synthesis · r2

Random-effects meta-analysis of four intervention samples from three RCTs for inhibition. The pooled SMD = −0.64 was not significant (p = 0.30) with I2 = 97%; after sensitivity analysis the estimate was SMD = −1.48 (p = 0.0006) favoring control, still with I2 = 83%.

"With a significant level of considerable heterogeneity (I2 = 97%, p < 0.00001), it was found that the IcPABs do not have significant effects on the inhibitory performance (SMD = −0.64, 95% CI [−1.85 to 0.56], p = 0.30) among the participants"

Peiris D. L. I. H. K. 2022 (2)¶

Peiris D. L. I. H. K., Duan Yanping, Vandelanotte Corneel, Liang Wei, Yang Min, Baker Julien Steven. (2022). Effects of In-Classroom Physical Activity Breaks on Children’s Academic Performance, Cognition, Health Behaviours and Health Outcomes: A Systematic Review and Meta-Analysis of Randomised Controlled Trials. International Journal of Environmental Research and Public Health. https://doi.org/10.3390/ijerph19159479

q3 · i? · quant-synthesis · r3

Meta-analysis of three samples (n = 585) from two studies for attention performance. The pooled SMD = 0.31 was not significant (p = 0.67) with extreme heterogeneity (I2 = 98%); updating (two samples, SMD = −0.07, p = 0.65) was also null.

"Three intervention samples from two studies showed positive impacts of IcPAB on children’s attention performance [9,11] with small to large pooled effects (SMD = 0.31, 95% CI [−1.15 to 1.77], p = 0.67; I2 = 98%, p < 0.00001"

Discussion¶

Related Claims¶

• In-classroom physical activity breaks significantly improve primary school children's foreign language learning — related
• In-classroom physical activity breaks significantly improve primary school children's spelling performance — related
• Chronic exercise significantly improves working memory, inhibitory control, and cognitive flexibility in children and adolescents — related
• Classroom physical activity increases children's on-task behaviour, with no consistent gain on attention or other cognitive tests — related
• In-classroom physical activity breaks show no significant effect on primary school children's mathematics performance — related
• In-classroom physical activity breaks show no significant effect on children's test anxiety — related
• Active classrooms show no clear effect on executive function or fluid intelligence — related
• Classroom-based physical activity showed no statistically significant pooled effect on cognitive function in primary school children (SMD = 0.33, CI crossing zero) — a broader claim this one bears on