Do school-based physical activity Interventions affect mathematics learning? A systematic review
ISPAH ePoster Library. Sneck S. 10/16/18; 225333; 237
Sirpa Sneck
Sirpa Sneck
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Abstract
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Abstract Introduction:<\b>
Mathematics is a core subject in school curricula, and the role of mathematical skills in today’s technological societies is unquestionable. There are global concerns about children’s declining interest and performance in mathematics, as well as children’s low levels of physical activity. Through this systematic review, we aim to elucidate the effects of school-based physical activity interventions on mathematics learning outcomes in children aged 5–16 years. Methods:<\b>
In the ongoing systematic review process, databases are searched for randomized and nonrandomized controlled trials and supplemented with quasi-experimental and crossover studies with control groups. The context of the eligible interventions is school, and physical activity was added in the form of physically active academic lessons, physical activity breaks, extra physical education lessons, or other types of physical activity during the school day. Mathematics skills were measured by either standardized tests or tests designed for the study. The characteristics and results of the included studies are extracted, and the risk of bias is assessed. Effect size calculations and a synthesis of the intervention effects are presented. Results:<\b>
Preliminary results from 30 studies included in the review indicate that adding physical activity to children’s school day either affects mathematics learning outcomes positively or does not have detrimental effects. Conclusion:<\b>
The tentative findings indicate that the introduction of more physical activity into children’s school day is recommendable and may even enhance mathematics achievement. External funding details FUNDING: Ministry of Education and Culture, Finland
Abstract Introduction:<\b>
Mathematics is a core subject in school curricula, and the role of mathematical skills in today’s technological societies is unquestionable. There are global concerns about children’s declining interest and performance in mathematics, as well as children’s low levels of physical activity. Through this systematic review, we aim to elucidate the effects of school-based physical activity interventions on mathematics learning outcomes in children aged 5–16 years. Methods:<\b>
In the ongoing systematic review process, databases are searched for randomized and nonrandomized controlled trials and supplemented with quasi-experimental and crossover studies with control groups. The context of the eligible interventions is school, and physical activity was added in the form of physically active academic lessons, physical activity breaks, extra physical education lessons, or other types of physical activity during the school day. Mathematics skills were measured by either standardized tests or tests designed for the study. The characteristics and results of the included studies are extracted, and the risk of bias is assessed. Effect size calculations and a synthesis of the intervention effects are presented. Results:<\b>
Preliminary results from 30 studies included in the review indicate that adding physical activity to children’s school day either affects mathematics learning outcomes positively or does not have detrimental effects. Conclusion:<\b>
The tentative findings indicate that the introduction of more physical activity into children’s school day is recommendable and may even enhance mathematics achievement. External funding details FUNDING: Ministry of Education and Culture, Finland
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