Across 29 controlled studies, positive overall effects of school-based PA on mathematics performance appear in 45% of studies and neutral effects in 52%, with only one negative subgroup result¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q3
Currency · newest study 2019 · 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? Of 29 studies involving 11,264 participants, 13 (45%) reported positive overall effects and 15 (52%) neutral effects on mathematics performance; only one study reported a significant negative result, for a subgroup in the first half of the intervention. → Sneck S. 2019
Evidence¶
Sneck S. 2019¶
Sneck S., Viholainen H., Syväoja H., Kankaapää A., Hakonen H., Poikkeus A.-M., Tammelin T. (2019). Effects of school-based physical activity on mathematics performance in children: a systematic review. The International Journal of Behavioral Nutrition and Physical Activity. https://doi.org/10.1186/s12966-019-0866-6
q3 · i? · quant-synthesis · r3
Systematic review of 29 controlled intervention studies (randomised trials and other pretest–posttest designs with control groups) in children aged 4–16. The review reports positive overall effects in "13 studies (45%)" and neutral in 15 (52%).
"Of the 29 studies involving 11,264 participants, positive overall effects of a PA intervention on mathematics performance were found in 13 studies (45%) and neutral overall effects in 15 studies (52%)."
Discussion¶
Related Claims¶
- Intervention effect sizes on mathematics are negatively associated with participants' age and intervention duration, while intervention type does not explain heterogeneity
- Large-scale Scandinavian multicomponent PA interventions showed no significant positive effects on mathematics performance, raising a possible upper-limit question — related
- School-based physical activity interventions show a small positive pooled effect on children's mathematics performance (d = 0.23) across 11 randomised trials — related
- Effects of school-based physical activity on academic performance are not uniform and appear higher for mathematics skills — a broader claim this one bears on
- School physical activity interventions did not significantly improve language, reading, or composite academic scores compared with controls — related
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