Studies showing positive academic performance effects used longer weekly intervention times than studies with null or negative effects¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Mean intervention time was 170.9 min/week in studies with positive effects on academic performance versus 118.3 min/week in studies with no significant effect, about 44.6% longer. → Sember Vedrana 2020

Evidence¶

Sember Vedrana 2020¶

Sember Vedrana, Jurak Gregor, Kovač Marjeta, Morrison Shawnda A., Starc Gregor. (2020). Children's Physical Activity, Academic Performance, and Cognitive Functioning: A Systematic Review and Meta-Analysis. Frontiers in Public Health. https://doi.org/10.3389/fpubh.2020.00307

q2 · i? · quant-synthesis · r3

Descriptive comparison across the 44 included interventions (Table 2 statistics). The article reports mean intervention time of "170.9 min/week" in positive-effect studies versus 118.3 min/week in null-effect studies, and average study duration 4.9% longer in positive studies.

"Duration of intervened time/week in studies with positive effect on AP was 170.9 min/week and 118.3 min/week in studies with no significant effect on AP. Duration of the average intervention time/week was 44.6% longer in studies with positive effect"

Discussion¶

Related Claims¶

• Physical activity interventions delivered by staff with higher professional qualifications show larger academic performance effects than those delivered by less qualified staff
• Most interventions with significant positive academic performance effects (13 of 20) were delivered by staff with higher professional qualifications
• Mathematics outcomes benefit from PA with academic instruction of 6–10-week duration at moderate or moderate-to-vigorous intensity, and language outcomes from enriched PA programmes — related