Increasing school physical education time shows small-to-medium effects on achievement while active classrooms show mixed effects compared with traditional sedentary classrooms¶

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

Subclaims¶

q2 i? Active classrooms, compared with traditional sedentary classrooms, had null or medium effects on overall achievement. → Barbosa Ana 2020

Evidence¶

Barbosa Ana 2020¶

Barbosa Ana, Whiting Stephen, Simmonds Philippa, Scotini Moreno Rodrigo, Mendes Romeu, Breda João. (2020). Physical Activity and Academic Achievement: An Umbrella Review. International Journal of Environmental Research and Public Health. https://doi.org/10.3390/ijerph17165972

q2 · i? · review · r3

Same meta-analytic synthesis section; the contrast between active and traditional sedentary classrooms is reported as "null [32] or medium [35] effects" on overall achievement, citing Watson et al. and Bedard et al.

"active classrooms, compared with traditional sedentary classrooms, had null [32] or medium [35] effects"

Discussion¶

Related Claims¶

• Physically active classrooms produce a small improvement in academic performance compared with traditional sedentary classrooms
• Physical activity has null or small-to-medium positive effects on school-age children's and adolescents' academic achievement according to meta-analyses
• Chronic physical activity shows a medium positive effect on academic achievement while acute physical activity shows a null effect
• Mathematics is the subject where positive associations with physical activity are found most consistently in systematic reviews, though meta-analytic effects range from null to medium — related
• Students report higher enjoyment of active classrooms than of traditional classrooms — related
• Effects of ALCs on physical activity are mixed, with some studies showing lower PA in ALCs than traditional classrooms — related