School-setting studies show no overall significant difference between active and classroom lessons, but subgroup effects emerge¶
Claim · All claims
Evidence · 1 study · reviewr3·q2
Currency · newest study 2014 · 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.
q2 i? School-setting studies found no overall significant difference in attention after active vs classroom lessons, though subgroup analyses showed significant results for ages 9–10 and coordinative exercises. → Janssen M 2014
Evidence¶
Janssen M 2014¶
Janssen M, Toussaint HM, van Mechelen W, Verhagen EALM. (2014). Effects of acute bouts of physical activity on children's attention: a systematic review of the literature. SpringerPlus. https://doi.org/10.1186/2193-1801-3-410
q2 · i? · review · r3
Review's synthesis of six school-setting studies (D2-test, on-task observation, Woodcock-Johnson, CAS measures). Reports "no overall significant difference in attention after an active lesson and a classroom lesson" with subgroup effects.
"Regarding the studies in a school setting, there was no overall significant difference in attention after an active lesson and a classroom lesson. However, analyses of sub- groups showed significant results."
Discussion¶
Related Claims¶
- Evidence for effects of acute bouts of physical activity on children's attention is weak and inconclusive — related
- Age may moderate acute PA effects on attention: effects appeared for 9–10 year olds but not 7–8 year olds — related
- Type of PA may moderate acute effects: coordinative exercises outperformed a normal PE lesson of the same intensity — a narrower finding that bears on this claim
- Five of six laboratory studies found significant effects of acute PA on cognitive control of attention, mainly on accuracy not reaction time — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
school-setting-acute-pa-attention-subgroups |
title |
School-setting studies show no overall significant difference between active and classroom lessons, but subgroup effects emerge |
description |
School-setting studies show no overall significant difference between active and classroom lessons, but subgroup effects emerge |
status |
review |
evidence_strength |
weak |
newest_evidence |
2014 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — janssen-m-2014 |
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