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Academic Achievement and Physical Activity: A Meta-analysis.
Celia Álvarez-Bueno1, Caterina Pesce2, Iván Cavero-Redondo3
1Universidad de Castilla-La Mancha, Social and Health Care Research Center, Cuenca, Spain.
Pediatrics
|November 28, 2017
Summary
Physical activity (PA) interventions significantly improve classroom behaviors and academic achievement in children, particularly in math, reading, and composite scores. These findings highlight the benefits of regular exercise for youth development.
Area of Science:
- Child Development
- Educational Psychology
- Sports Science
Background:
- The impact of physical activity (PA) on academic achievement and classroom behavior in children is not fully understood.
- Characteristics of PA interventions that may influence these outcomes require further investigation.
Purpose of the Study:
- To evaluate the effect of physical activity interventions on academic achievement and classroom behaviors in children.
- To identify specific characteristics of individuals and PA programs that enhance academic performance.
Main Methods:
- Systematic review and meta-analysis of intervention studies examining the effects of exercise on academic achievement and classroom behaviors in children.
- Inclusion of 26 studies with 10,205 children aged 4–13 years.
- Random-effects models used to calculate pooled effect sizes for language, mathematics, reading, composite scores, and on-task behavior.
Main Results:
- Physical activity interventions showed positive effects on several academic areas and classroom behaviors.
- Significant improvements were observed in mathematics-related skills (effect size 0.21), reading (0.13), and composite scores (0.26).
- A strong positive effect was found for time in on-task behavior (0.77).
Conclusions:
- Physical activity, particularly through physical education, enhances classroom behaviors and academic outcomes in youth.
- Mathematics-related skills, reading, and composite scores showed notable benefits from PA interventions.
- Limitations include variability in academic achievement measures and limited data on after-school PA programs.
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