Claims

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

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q3
Currency · newest study 2022 · not yet checked against its sources · 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? The pooled effect of IcPAB on reading was trivial to small, not significant, and favored the control group (SMD = −0.07, p = 0.43). → 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 · r1

Random-effects meta-analysis of three samples (n = 617 students) from two RCTs for reading achievement. The pooled SMD = −0.07 was not significant (p = 0.43) with low heterogeneity (I2 = 11%), and the result held after sensitivity analysis.

"Meta-analysis for reading (based on three samples from two studies [2,22]; n = 617 students) indicated a trivial to small pooled effect size that was not significant favoring the control group before (SMD = −0.07, 95% CI [−0.25 to 0.11], p = 0.43; I2 = 11%, p = 0.33"

Discussion

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