Classroom-based physical activity shows no improvement in academic achievement when measured with national standardised tests (pooled SMD = −1.13, CI crossing zero)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q3
Currency · newest study 2017 · 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? When academic achievement was measured using a national standardised test (6 studies), outcomes generally showed no improvement (SMD = −1.13, 95% CI -0.72 to 0.46). → Watson Amanda 2017
Evidence¶
Watson Amanda 2017¶
Watson Amanda, Timperio Anna, Brown Helen, Best Keren, Hesketh Kylie D. (2017). Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis. The International Journal of Behavioral Nutrition and Physical Activity. https://doi.org/10.1186/s12966-017-0569-9
q3 · i? · quant-synthesis · r3
Random-effects meta-analysis of 6 studies using national standardised tests as the outcome. The review reports outcomes "generally showed no improvement" with SMD = −1.13 (95% CI: -0.72,0.46); only the printed interval is reported.
"However, when measured using a national standardised test (6 studies), academic-related outcomes generally showed no improvement (standardised mean difference = −1.13 (95% CI: -0.72,0.46))"
Discussion¶
Related Claims¶
- Classroom-based physical activity improves academic achievement when progress monitoring tools are the outcome measure (pooled SMD = 1.03)
- Classroom-based physical activity showed no statistically significant pooled effect on cognitive function in primary school children (SMD = 0.33, CI crossing zero)
- School-based physical activity programs significantly improve mathematics achievement in children and adolescents (SMD = 0.11)
- Physically active classrooms produce a small improvement in academic performance compared with traditional sedentary classrooms
- In-classroom physical activity breaks show no significant effect on primary school children's mathematics performance
- Effects of active classrooms on academic subjects vary, with language showing a clear increase and math and reading showing small imprecise effects — 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
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