A2 Review article, Literature review, Systematic review
Effects of school-based physical activity on mathematics performance in children : a systematic review (2019)
Sneck, S., Viholainen, H., Syväoja, H., Kankaapää, A., Hakonen, H., Poikkeus, A.-M., & Tammelin, T. (2019). Effects of school-based physical activity on mathematics performance in children : a systematic review. International Journal of Behavioral Nutrition and Physical Activity, 16, Article 109. https://doi.org/10.1186/s12966-019-0866-6
JYU authors or editors
Publication details
All authors or editors: Sneck, S.; Viholainen, H.; Syväoja, H.; Kankaapää, A.; Hakonen, H.; Poikkeus, A.-M.; Tammelin, T.
Journal or series: International Journal of Behavioral Nutrition and Physical Activity
eISSN: 1479-5868
Publication year: 2019
Volume: 16
Article number: 109
Publisher: BioMed Central Ltd.
Publication country: United Kingdom
Publication language: English
DOI: https://doi.org/10.1186/s12966-019-0866-6
Publication open access: Openly available
Publication channel open access: Open Access channel
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/66493
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.
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; physical training; mathematical skills; study performance; intervention
Free keywords: physical activity; mathematics performance; intervention
Contributing organizations
Ministry reporting: Yes
VIRTA submission year: 2019
JUFO rating: 2
