التفاصيل البيبلوغرافية
| العنوان: |
The Effect of Classroom-Based Physical Activity Elements on Academic Performance in Children and Adolescents: A Meta-Analysis. |
| المؤلفون: |
Xu, Yongjin, Lin, Nan, Wu, Chunchun, Wen, Xu, Zhong, Fei, Yu, Kehong, Shu, Li, Huang, Cong |
| المصدر: |
Journal of Teaching in Physical Education; Jan2024, Vol. 43 Issue 1, p79-92, 14p |
| مصطلحات موضوعية: |
PERFORMANCE in children, ACADEMIC achievement, PHYSICAL activity, RANDOM effects model, METABOLIC equivalent |
| مستخلص: |
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. [ABSTRACT FROM AUTHOR] |
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| قاعدة البيانات: |
Complementary Index |
