In-classroom physical activity breaks show no significant effect on primary school children's mathematics performance¶

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

Subclaims¶

q3 i? The pooled effect of IcPAB on mathematics achievement was trivial to small and not significant (SMD = 0.15, p = 0.30). → Peiris D. L. I. H. K. 2022

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 · r3

Random-effects meta-analysis of six intervention samples (n = 725 students) from four RCTs for mathematics achievement. The pooled SMD = 0.15 was not significant (p = 0.30), with I2 = 59%; the sensitivity analysis (SMD = 0.35, p = 0.17) confirmed the null finding.

"The quantitative synthesis indicated trivial to small effects (SMD = 0.15, 95% CI [−0.13 to 0.43], p = 0.30) favoring the mathematics performance (Panel 1 in Figure 2) of intervention groups"

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
• Classroom active breaks show no reliable effect on mathematical fluency — a narrower finding that bears on this claim
• School-based physical activity programs significantly improve mathematics achievement in children and adolescents (SMD = 0.11) — a broader claim this one bears on
• In-classroom physical activity breaks show no significant effects on children's executive function and attention outcomes — related
• In-classroom physical activity breaks show no significant effect on primary school children's reading performance — related
• Classroom-based physical activity shows no improvement in academic achievement when measured with national standardised tests (pooled SMD = −1.13, CI crossing zero)
• Classroom-based physical activity improves academic achievement when progress monitoring tools are the outcome measure (pooled SMD = 1.03) — 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