Effects of school-based physical activity on mathematics performance in children: a systematic review

The benefits of physical activity (PA) on children's health and wellbeing are well established. However, the benefits of PA on academic performance and particularly on mathematics performance warrant systematic analysis. Mathematics is one of the core subjects in school education globally. We s...

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Published inThe international journal of behavioral nutrition and physical activity Vol. 16; no. 1; p. 109
Main Authors Sneck, S, Viholainen, H, Syväoja, H, Kankaapää, A, Hakonen, H, Poikkeus, A-M, Tammelin, T
Format Journal Article
LanguageEnglish
Published England BioMed Central Ltd 21.11.2019
BioMed Central
BMC
Subjects
Academic achievement
Adolescent
Analysis
Child
Child health
Child, Preschool
Children
Cognition & reasoning
Cognitive ability
Core curriculum
Education
Educational Measurement - statistics & numerical data
Exercise
Exercise - physiology
Humans
Intervention
Mathematics
Mathematics performance
Memory
Mental health
Meta-analysis
Physical activity
Physical education
Retirement benefits
Review
School Health Services
Schools
Studies
Systematic review
Intervention
Physical activity
Mathematics performance
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Abstract The benefits of physical activity (PA) on children's health and wellbeing are well established. However, the benefits of PA on academic performance and particularly on mathematics performance warrant systematic analysis. Mathematics is one of the core subjects in school education globally. We systematically searched, analysed and synthesized the literature on the effects of school-based PA interventions on mathematics performance in children aged 4-16. A total of 29 studies consisting of randomised trials and other interventions with control groups were identified through a systematic search, and 11 of them provided sufficient data and appropriate design for a meta-analysis. Of the 29 studies involving 11,264 participants, positive overall effects of a PA intervention on mathematics performance were found in 13 studies (45%) and neutral overall effects in 15 studies (52%). Only one study reported a significant negative result for a subgroup of children in the first half of the intervention. In a risk-of-bias assessment, 12 studies had low, 17 moderate, and none had a high risk of bias. The meta-analysis of 11 studies suggested an overall small positive effect (ES = 0.23) of the interventions. Only one study in the meta-analysis indicated a negative effect in one of the intervention groups. Adding PA to the school day may enhance children's mathematics performance or has no negative effects on performance. Several types of PA interventions can be recommended to be added to the school day.
AbstractList The benefits of physical activity (PA) on children's health and wellbeing are well established. However, the benefits of PA on academic performance and particularly on mathematics performance warrant systematic analysis. Mathematics is one of the core subjects in school education globally. We systematically searched, analysed and synthesized the literature on the effects of school-based PA interventions on mathematics performance in children aged 4-16. A total of 29 studies consisting of randomised trials and other interventions with control groups were identified through a systematic search, and 11 of them provided sufficient data and appropriate design for a meta-analysis. Of the 29 studies involving 11,264 participants, positive overall effects of a PA intervention on mathematics performance were found in 13 studies (45%) and neutral overall effects in 15 studies (52%). Only one study reported a significant negative result for a subgroup of children in the first half of the intervention. In a risk-of-bias assessment, 12 studies had low, 17 moderate, and none had a high risk of bias. The meta-analysis of 11 studies suggested an overall small positive effect (ES = 0.23) of the interventions. Only one study in the meta-analysis indicated a negative effect in one of the intervention groups. Adding PA to the school day may enhance children's mathematics performance or has no negative effects on performance. Several types of PA interventions can be recommended to be added to the school day.
BACKGROUNDThe benefits of physical activity (PA) on children's health and wellbeing are well established. However, the benefits of PA on academic performance and particularly on mathematics performance warrant systematic analysis. Mathematics is one of the core subjects in school education globally. METHODSWe systematically searched, analysed and synthesized the literature on the effects of school-based PA interventions on mathematics performance in children aged 4-16. A total of 29 studies consisting of randomised trials and other interventions with control groups were identified through a systematic search, and 11 of them provided sufficient data and appropriate design for a meta-analysis. RESULTSOf the 29 studies involving 11,264 participants, positive overall effects of a PA intervention on mathematics performance were found in 13 studies (45%) and neutral overall effects in 15 studies (52%). Only one study reported a significant negative result for a subgroup of children in the first half of the intervention. In a risk-of-bias assessment, 12 studies had low, 17 moderate, and none had a high risk of bias. The meta-analysis of 11 studies suggested an overall small positive effect (ES = 0.23) of the interventions. Only one study in the meta-analysis indicated a negative effect in one of the intervention groups. CONCLUSIONSAdding PA to the school day may enhance children's mathematics performance or has no negative effects on performance. Several types of PA interventions can be recommended to be added to the school day.
Background The benefits of physical activity (PA) on children's health and wellbeing are well established. However, the benefits of PA on academic performance and particularly on mathematics performance warrant systematic analysis. Mathematics is one of the core subjects in school education globally. Methods We systematically searched, analysed and synthesized the literature on the effects of school-based PA interventions on mathematics performance in children aged 4-16. A total of 29 studies consisting of randomised trials and other interventions with control groups were identified through a systematic search, and 11 of them provided sufficient data and appropriate design for a meta-analysis. Results Of the 29 studies involving 11,264 participants, positive overall effects of a PA intervention on mathematics performance were found in 13 studies (45%) and neutral overall effects in 15 studies (52%). Only one study reported a significant negative result for a subgroup of children in the first half of the intervention. In a risk-of-bias assessment, 12 studies had low, 17 moderate, and none had a high risk of bias. The meta-analysis of 11 studies suggested an overall small positive effect (ES = 0.23) of the interventions. Only one study in the meta-analysis indicated a negative effect in one of the intervention groups. Conclusions Adding PA to the school day may enhance children's mathematics performance or has no negative effects on performance. Several types of PA interventions can be recommended to be added to the school day. Keywords: Physical activity, Mathematics performance, Intervention
Background The benefits of physical activity (PA) on children’s health and wellbeing are well established. However, the benefits of PA on academic performance and particularly on mathematics performance warrant systematic analysis. Mathematics is one of the core subjects in school education globally. Methods We systematically searched, analysed and synthesized the literature on the effects of school-based PA interventions on mathematics performance in children aged 4–16. A total of 29 studies consisting of randomised trials and other interventions with control groups were identified through a systematic search, and 11 of them provided sufficient data and appropriate design for a meta-analysis. Results Of the 29 studies involving 11,264 participants, positive overall effects of a PA intervention on mathematics performance were found in 13 studies (45%) and neutral overall effects in 15 studies (52%). Only one study reported a significant negative result for a subgroup of children in the first half of the intervention. In a risk-of-bias assessment, 12 studies had low, 17 moderate, and none had a high risk of bias. The meta-analysis of 11 studies suggested an overall small positive effect (ES = 0.23) of the interventions. Only one study in the meta-analysis indicated a negative effect in one of the intervention groups. Conclusions Adding PA to the school day may enhance children’s mathematics performance or has no negative effects on performance. Several types of PA interventions can be recommended to be added to the school day.
Abstract Background The benefits of physical activity (PA) on children’s health and wellbeing are well established. However, the benefits of PA on academic performance and particularly on mathematics performance warrant systematic analysis. Mathematics is one of the core subjects in school education globally. Methods We systematically searched, analysed and synthesized the literature on the effects of school-based PA interventions on mathematics performance in children aged 4–16. A total of 29 studies consisting of randomised trials and other interventions with control groups were identified through a systematic search, and 11 of them provided sufficient data and appropriate design for a meta-analysis. Results Of the 29 studies involving 11,264 participants, positive overall effects of a PA intervention on mathematics performance were found in 13 studies (45%) and neutral overall effects in 15 studies (52%). Only one study reported a significant negative result for a subgroup of children in the first half of the intervention. In a risk-of-bias assessment, 12 studies had low, 17 moderate, and none had a high risk of bias. The meta-analysis of 11 studies suggested an overall small positive effect (ES = 0.23) of the interventions. Only one study in the meta-analysis indicated a negative effect in one of the intervention groups. Conclusions Adding PA to the school day may enhance children’s mathematics performance or has no negative effects on performance. Several types of PA interventions can be recommended to be added to the school day.
The benefits of physical activity (PA) on children's health and wellbeing are well established. However, the benefits of PA on academic performance and particularly on mathematics performance warrant systematic analysis. Mathematics is one of the core subjects in school education globally. We systematically searched, analysed and synthesized the literature on the effects of school-based PA interventions on mathematics performance in children aged 4-16. A total of 29 studies consisting of randomised trials and other interventions with control groups were identified through a systematic search, and 11 of them provided sufficient data and appropriate design for a meta-analysis. Of the 29 studies involving 11,264 participants, positive overall effects of a PA intervention on mathematics performance were found in 13 studies (45%) and neutral overall effects in 15 studies (52%). Only one study reported a significant negative result for a subgroup of children in the first half of the intervention. In a risk-of-bias assessment, 12 studies had low, 17 moderate, and none had a high risk of bias. The meta-analysis of 11 studies suggested an overall small positive effect (ES = 0.23) of the interventions. Only one study in the meta-analysis indicated a negative effect in one of the intervention groups. Adding PA to the school day may enhance children's mathematics performance or has no negative effects on performance. Several types of PA interventions can be recommended to be added to the school day.
Abstract Background The benefits of physical activity (PA) on children’s health and wellbeing are well established. However, the benefits of PA on academic performance and particularly on mathematics performance warrant systematic analysis. Mathematics is one of the core subjects in school education globally. Methods We systematically searched, analysed and synthesized the literature on the effects of school-based PA interventions on mathematics performance in children aged 4–16. A total of 29 studies consisting of randomised trials and other interventions with control groups were identified through a systematic search, and 11 of them provided sufficient data and appropriate design for a meta-analysis. Results Of the 29 studies involving 11,264 participants, positive overall effects of a PA intervention on mathematics performance were found in 13 studies (45%) and neutral overall effects in 15 studies (52%). Only one study reported a significant negative result for a subgroup of children in the first half of the intervention. In a risk-of-bias assessment, 12 studies had low, 17 moderate, and none had a high risk of bias. The meta-analysis of 11 studies suggested an overall small positive effect (ES = 0.23) of the interventions. Only one study in the meta-analysis indicated a negative effect in one of the intervention groups. Conclusions Adding PA to the school day may enhance children’s mathematics performance or has no negative effects on performance. Several types of PA interventions can be recommended to be added to the school day.
ArticleNumber 109
Audience Academic
Author Viholainen, H
Sneck, S
Hakonen, H
Tammelin, T
Syväoja, H
Kankaapää, A
Poikkeus, A-M
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Issue 1
Keywords Intervention
Physical activity
Mathematics performance
Language English
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PublicationDate_xml – month: 11
  year: 2019
  text: 2019-11-21
  day: 21
PublicationDecade 2010
PublicationPlace England
PublicationPlace_xml – name: England
– name: London
PublicationTitle The international journal of behavioral nutrition and physical activity
PublicationTitleAlternate Int J Behav Nutr Phys Act
PublicationYear 2019
Publisher BioMed Central Ltd
BioMed Central
BMC
Publisher_xml – name: BioMed Central Ltd
– name: BioMed Central
– name: BMC
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Snippet The benefits of physical activity (PA) on children's health and wellbeing are well established. However, the benefits of PA on academic performance and...
Abstract Background The benefits of physical activity (PA) on children’s health and wellbeing are well established. However, the benefits of PA on academic...
Background The benefits of physical activity (PA) on children's health and wellbeing are well established. However, the benefits of PA on academic performance...
Background The benefits of physical activity (PA) on children’s health and wellbeing are well established. However, the benefits of PA on academic performance...
BACKGROUNDThe benefits of physical activity (PA) on children's health and wellbeing are well established. However, the benefits of PA on academic performance...
Abstract Background The benefits of physical activity (PA) on children’s health and wellbeing are well established. However, the benefits of PA on academic...
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pubmedcentral
proquest
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crossref
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SourceType Open Website
Open Access Repository
Aggregation Database
Index Database
StartPage 109
SubjectTerms Academic achievement
Adolescent
Analysis
Child
Child health
Child, Preschool
Children
Cognition & reasoning
Cognitive ability
Core curriculum
Education
Educational Measurement - statistics & numerical data
Exercise
Exercise - physiology
Humans
Intervention
Mathematics
Mathematics performance
Memory
Mental health
Meta-analysis
Physical activity
Physical education
Retirement benefits
Review
School Health Services
Schools
Studies
Systematic review
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Title Effects of school-based physical activity on mathematics performance in children: a systematic review
URI https://www.ncbi.nlm.nih.gov/pubmed/31752903
https://www.proquest.com/docview/2328350439
https://search.proquest.com/docview/2317597540
https://pubmed.ncbi.nlm.nih.gov/PMC6873534
https://doaj.org/article/886daa33c0b041b2a64d98fdcd3f54c5
Volume 16
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