School-based physical activity interventions have a small positive weighted population effect on children's academic performance (rw = 0.181)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Across 44 included interventions, groups with increased physical activity showed a weak positive effect on academic performance compared to control groups, with a weighted mean population effect of rw = 0.181. → 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

q3 · i? · quant-synthesis · r3

Random-effects meta-analysis (Hunter-Schmidt validity generalization) of 44 school-based PA interventions including 13,681 children, all longer than 6 weeks with control groups. The article reports "weighted mean effect or population effect size is rw = 0.181" with a 95% confidence interval of 0.083 to 0.279.

"Unweighted mean effect of population is ru = 0.351, whereas weighted mean effect or population effect size is rw = 0.181. This means that groups with increased PA experienced a positive weak effect on AP compared to control groups."

Discussion¶

Related Claims¶

• Increased physical activity does not negatively affect academic performance, but academic performance is not caused solely by increased physical activity
• Physical activity interventions delivered by staff with higher professional qualifications show larger academic performance effects than those delivered by less qualified staff — a narrower finding that bears on this claim
• A single bout of acute physical activity increases overall academic outcomes in school-aged youth (Hedge's g = 0.35) — related
• A significant overall improvement in academic achievement was detected after physical activity programs compared with controls — a broader claim this one bears on
• School-based physical activity significantly improves overall academic achievement (SMD = 0.22) — related
• Longitudinal physical activity programs have a positive effect on executive functions in preadolescent children (g = 0.24) — related
• Physically active classrooms produce a small improvement in academic performance compared with traditional sedentary classrooms — a narrower finding that bears on this claim