Physical activity interventions delivered by staff with higher professional qualifications show larger academic performance effects than those delivered by less qualified staff¶

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? The weighted mean population effect was rw = 0.22 for interventions performed by staff with higher professional qualifications versus rw = 0.14 for staff with lower qualifications, a statistically significant difference (χ2 = 4.464; p = 0.035). → 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

Chi-square moderator analysis across the 44 included interventions comparing effects by staff qualification level. The article reports the higher-qualification group effect as 0.22 and the lower-qualification group effect as 0.14, with "a significant difference (χ2 = 4.464; p = 0.035)"; Cramer's V was 0.319.

"Chi-square statistics were calculated and showed a significant difference (χ2 = 4.464; p = 0.035) on AP between studies in which the intervention and measurement were performed by practitioners with higher professional qualifications compared to those conducted by staff with lower professional qualifications"

Discussion¶

Related Claims¶

• Studies showing positive academic performance effects used longer weekly intervention times than studies with null or negative effects
• Most interventions with significant positive academic performance effects (13 of 20) were delivered by staff with higher professional qualifications
• School-based physical activity interventions have a small positive weighted population effect on children's academic performance (rw = 0.181) — a broader claim this one bears on
• Increased physical activity does not negatively affect academic performance, but academic performance is not caused solely by increased physical activity — related