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A systematic review and meta-analysis on the effects of physically active classrooms on educational and enjoyment outcomes in school age children

Author

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  • Chloe Bedard
  • Laura St John
  • Emily Bremer
  • Jeffrey D Graham
  • John Cairney

Abstract

Objectives: Despite the relationship between physical activity (PA) and learning outcomes, the school system has not been able to support the inclusion of PA throughout the day. A solution to this problem integrates PA into the academic classroom. The objective of this review is to determine the impact of active classrooms compared to traditional sedentary classrooms on educational outcomes of school-aged children. Design: We searched ERIC, PubMed, PsychINFO, and Web of Science, reference lists of included studies for randomised controlled studies. Independent reviewers screened the texts of potentially eligible studies and assessed the risk of bias. Data were pooled using random-effects models on standardized mean differences. Results: This review identified 25 studies examining educational outcomes, including approximately 6,181 students. Risk of bias was assessed as either some or high risk of bias for most of the studies and outcomes. Pooled data from 20 studies and 842 participants measuring academic performance shows a small positive effect of active classrooms compared with traditional, sedentary classrooms (SMD = 0.28, 95% CI: 0.09 to 0.47). Conclusions: Physically active classrooms may slightly improve academic achievement compared to the traditional sedentary lessons. Future research is needed to ensure that studies are adequately powered, employ appropriate methods of randomization, and measure a wide range of important student outcomes across the full spectrum of the school-age.

Suggested Citation

  • Chloe Bedard & Laura St John & Emily Bremer & Jeffrey D Graham & John Cairney, 2019. "A systematic review and meta-analysis on the effects of physically active classrooms on educational and enjoyment outcomes in school age children," PLOS ONE, Public Library of Science, vol. 14(6), pages 1-19, June.
    • Handle: RePEc:plo:pone00:0218633
    DOI: 10.1371/journal.pone.0218633
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    Cited by:

    1. Julia Lynch & Gráinne O’Donoghue & Casey L. Peiris, 2022. "Classroom Movement Breaks and Physically Active Learning Are Feasible, Reduce Sedentary Behaviour and Fatigue, and May Increase Focus in University Students: A Systematic Review and Meta-Analysis," IJERPH, MDPI, vol. 19(13), pages 1-15, June.
    2. Ruth Boat & Simon B. Cooper & Fabio Carlevaro & Francesca Magno & Giulia Bardaglio & Giovanni Musella & Daniele Magistro, 2022. "16 Weeks of Physically Active Mathematics and English Language Lessons Improves Cognitive Function and Gross Motor Skills in Children Aged 8–9 Years," IJERPH, MDPI, vol. 19(24), pages 1-12, December.
    3. Barbara Fenesi & Jeffrey D. Graham & Madeline Crichton & Michelle Ogrodnik & Jasmyn Skinner, 2022. "Physical Activity in High School Classrooms: A Promising Avenue for Future Research," IJERPH, MDPI, vol. 19(2), pages 1-11, January.
    4. Beatriz Polo-Recuero & Miguel Ángel Rojo-Tirado & Alfonso Ordóñez-Dios & Denise Breitkreuz & Alberto Lorenzo, 2021. "The Effects of Bike Desks in Formal Education Classroom-Based Physical Activity: A Systematic Review," Sustainability, MDPI, vol. 13(13), pages 1-11, June.
    5. Ana Barbosa & Stephen Whiting & Philippa Simmonds & Rodrigo Scotini Moreno & Romeu Mendes & João Breda, 2020. "Physical Activity and Academic Achievement: An Umbrella Review," IJERPH, MDPI, vol. 17(16), pages 1-29, August.
    6. Myrto F. Mavilidi & Sue Bennett & Fred Paas & Anthony D. Okely & Spyridoula Vazou, 2021. "Parents’ and Early Childhood Educators’ Perceptions on Movement and Learning Program Implementation," IJERPH, MDPI, vol. 18(22), pages 1-22, November.

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