학술논문
The Effect of Classroom-Based Physical Activity Elements on Academic Performance in Children and Adolescents: A Meta-Analysis
Document Type
Journal Articles
Information Analyses
Reports - Research
Information Analyses
Reports - Research
Author
Yongjin Xu (ORCID 0000-0003-4461-4277 ); Nan Lin (ORCID 0000-0002-2024-821X ); Chunchun Wu (ORCID 0000-0002-5173-3031 ); Xu Wen (ORCID 0000-0003-3658-6368 ); Fei Zhong (ORCID 0000-0001-6348-0273 ); Kehong Yu; Li Shu (ORCID 0000-0002-1290-9364 ); Cong Huang (ORCID 0000-0002-2307-864X )
Source
Subject
Language
English
ISSN
0273-5024
1543-2769
1543-2769
Abstract
Purpose: We investigated the effects of classroom-based physical activity (CBPA) interventions on academic performance and assessed the impact of different CBPA elements on academic performance. Methods: Relevant experimental studies in four databases were searched from their inception to September 2022. Random effects models were used to compute standardized mean differences (SMDs) and 95% confidence intervals. Results: A total of 13 studies were included. CBPA interventions could improve academic performance in children and adolescents (SMD = 0.17, p = 0.02). For the CBPA elements, low frequency (no more than three times per week; SMD = 0.19, p = 0.01), moderate intensity (SMD = 0.19, p = 0.01), long time (more than 20 min in each intervention; SMD = 0.14, p = 0.05), integrated physical activity (SMD = 0.18, p = 0.04), no more than 400 metabolic equivalents of energy-min/week (SMD = 0.33, p = .001), and more than 8-week interventions (SMD = 0.19, p = 0.04) tended to improve academic performance. Conclusions: CBPA may improve academic performance in children and adolescents. CBPA elements also have an impact on academic performance.