School-based physical activity interventions show a small positive pooled effect on children's mathematics performance (d = 0.23) across 11 randomised trials¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q3·i1small
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 i1 Meta-analysis of 11 randomised controlled trials found an overall small positive effect (d = 0.23) of school-based PA interventions on mathematics performance, with high heterogeneity (I² = 69.6%). → 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 · i1 · quant-synthesis · r3
Meta-analysis of 11 randomised controlled trials using Cohen's d with a random effect model, restricted to studies with baseline measures and control groups. The review reports "a small positive effect (d=0.23)" and high heterogeneity (I² = 69.6%).
"Overall, on average a small positive effect (d=0.23) was found for all the interventions. The level of statistical heterogeneity between the intervention groups was high, I2 = 69.6%."
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
- 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 — 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 programs significantly improve mathematics achievement in children and adolescents (SMD = 0.11) — related
- Interventions lasting ≥24 weeks show larger effects on mathematics and overall academic achievement than shorter interventions — related
- Performance in mathematics tests significantly improved after school-based physical activity interventions compared with control groups — related
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