Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis

Abstract

BackgroundPhysical activity is associated with many physical and mental health benefits, however many children do not meet the national physical activity guidelines. While schools provide an ideal setting to promote children’s physical activity, adding physical activity to the school day can be difficult given time constraints often imposed by competing key learning areas. Classroom-based physical activity may provide an opportunity to increase school-based physical activity while concurrently improving academic-related outcomes. The primary aim of this systematic review and meta-analysis was to evaluate the impact of classroom-based physical activity interventions on academic-related outcomes. A secondary aim was to evaluate the impact of these lessons on physical activity levels over the study duration.MethodsA systematic search of electronic databases (PubMed, ERIC, SPORTDiscus, PsycINFO) was performed in January 2016 and updated in January 2017. Studies that investigated the association between classroom-based physical activity interventions and academic-related outcomes in primary (elementary) school-aged children were included. Meta-analyses were conducted in Review Manager, with effect sizes calculated separately for each outcome assessed.ResultsThirty-nine articles met the inclusion criteria for the review, and 16 provided sufficient data and appropriate design for inclusion in the meta-analyses. Studies investigated a range of academic-related outcomes including classroom behaviour (e.g. on-task behaviour), cognitive functions (e.g. executive function), and academic achievement (e.g. standardised test scores). Results of the meta-analyses showed classroom-based physical activity had a positive effect on improving on-task and reducing off-task classroom behaviour (standardised mean difference = 0.60 (95% CI: 0.20,1.00)), and led to improvements in academic achievement when a progress monitoring tool was used (standardised mean difference = 1.03 (95% CI: 0.22,1.84)). However, no effect was found for cognitive functions (standardised mean difference = 0.33 (95% CI: -0.11,0.77)) or physical activity (standardised mean difference = 0.40 (95% CI: -1.15,0.95)).ConclusionsResults suggest classroom-based physical activity may have a positive impact on academic-related outcomes. However, it is not possible to draw definitive conclusions due to the level of heterogeneity in intervention components and academic-related outcomes assessed. Future studies should consider the intervention period when selecting academic-related outcome measures, and use an objective measure of physical activity to determine intervention fidelity and effects on overall physical activity levels.

Relationships between Motor Proficiency and Academic Performance in Mathematics and Reading in School-Aged Children and Adolescents: A Systematic Review

“…For example, one approach of providing PA opportunities to students during the school day, distinct from physical education (PE) classes and break times, is classroom-based PA [24,25]. Classroom-based PA may involve the integration of PA into academic lessons or may include incorporating PA into the regular classroom routine without an academic focus [24,25].…”

Do You Want Your Students to Pay More Attention in Class? Try Dynamic Seating!

“…Given the proposed mechanisms by which dynamic seating may improve attention among students, it is recommended for future interventions in this field of inquiry to examine mechanisms of change (neurocognitive processes) as well as intervention fidelity (i.e., changes in energy expenditure and light-intensity PA as a result of dynamic seating). Consistent with recommendations made by Watson and colleagues [7], researchers are encouraged to use a standardized measure of attention with established validity and reliability to allow for comparisons between studies to be made. The impact of dynamic seating devices on different types of attention (i.e., selective attention vs. sustained attention; objective assessment vs. teacher-reported) also warrants further investigation.…”

“…Hence, the potential of classroom-based PA to increase PA and improve academic-related outcomes, such as classroom behaviour, cognitive performance, and academic achievement among children has gained interest among researchers and educators. Classroom-based PA has been defined as PA carried out during regular class time, which can occur either inside or outside the classroom, in the form of active breaks or physically active lessons [7]. Interventions designed to incorporate movement into the classroom environment may be beneficial for learning because the children have an opportunity to expend excess energy through PA while maintaining academic engagement and cognitive focus on classroom tasks [8].…”

“…Recently, Watson and colleagues [7] evaluated the impact of 39 classroom-based PA interventions on academic-related outcomes. Findings indicated that classroom-based PA had a positive effect on improving on-task and reducing off-task classroom behaviour and led to improvements in academic achievement.…”

The Impact of Physically Active Brain Breaks on College Students’ Activity Levels and Perceptions

“…Brain breaks are known as short mental and physical breaks incorporated in intervals during classroom instruction. Short bouts of PA have been shown to benefit academics, focus in class, enjoyment in class, and increased PA [22,23,24]. However, the current body of research has focused on the effect brain breaks have on children and adolescents.…”