The Effect of Classroom-Based Physical Activity Elements on Academic Performance in Children and Adolescents: A Meta-Analysis

• Published in: Journal of teaching in physical education 2024-01, Vol.43 (1), p.79-92
• Main Authors: Xu, Yongjin, Lin, Nan, Wu, Chunchun, Wen, Xu, Zhong, Fei, Yu, Kehong, Shu, Li, Huang, Cong
• Format: Article
• Language: English
• ISSN: 0273-5024; 1543-2769
• DOI: 10.1123/jtpe.2022-0175

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  = .02). For the CBPA elements, low frequency (no more than three times per week; SMD = 0.19, p  = .01), moderate intensity (SMD = 0.19, p  = .01), long time (more than 20 min in each intervention; SMD = 0.14, p  = .05), integrated physical activity (SMD = 0.18, p  = .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  = .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.