Evidence map›Paper›PMID 29629186›Full record

ArticleBMJ open sport & exercise medicine2018

Systematic review of acute physically active learning and classroom movement breaks on children's physical activity, cognition, academic performance and classroom behaviour: understanding critical design features.

Andy J Daly-Smith, Stephen Zwolinsky, Jim McKenna, Phillip D Tomporowski, Margaret Anne Defeyter, Andrew Manley

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in BMJ open sport & exercise medicine, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 129 papers, 15 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
129citing papers in PubMed, 15 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

129 citing papers in PubMed, 15 syntheses or guidelines pooled it.

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  12. Physical Activity and Academic Achievement: An Umbrella Review.International journal of environmental research and public health · 2020
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  15. Effects of school-based physical activity on mathematics performance in children: a systematic review.The international journal of behavioral nutrition and physical activity · 2019
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69 more citing papers are in PubMed but not listed here.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Andy J Daly-SmithSchool of Sport, Leeds Beckett University, Leeds, UK.
Stephen ZwolinskySchool of Sport, Leeds Beckett University, Leeds, UK.
Jim McKennaSchool of Sport, Leeds Beckett University, Leeds, UK.
Phillip D TomporowskiDepartment of Kinesiology, University of Georgia, Athens, Georgia, USA.
Margaret Anne DefeyterDepartment of Psychology, Northumbria University, Newcastle upon Tyne, UK.
Andrew ManleySchool of Sport, Leeds Beckett University, Leeds, UK.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

objectiveTo examine the impact of acute classroom movement break (CMB) and physically active learning (PAL) interventions on physical activity (PA), cognition, academic performance and classroom behaviour.

designSystematic review. DATA SOURCES: PubMed, EBSCO, Academic Search Complete, Education Resources Information Center, PsycINFO, SPORTDiscus, SCOPUS and Web of Science. ELIGIBILITY CRITERIA FOR SELECTING STUDIES: Studies investigating school-based acute bouts of CMB or PAL on (PA), cognition, academic performance and classroom behaviour. The Downs and Black checklist assessed risk of bias.

resultsTen PAL and eight CMB studies were identified from 2929 potentially relevant articles. Risk of bias scores ranged from 33% to 64.3%. Variation in study designs drove specific, but differing, outcomes. Three studies assessed PA using objective measures. Interventions replaced sedentary time with either light PA or moderate-to-vigorous PA dependent on design characteristics (mode, duration and intensity). Only one study factored individual PA outcomes into analyses. Classroom behaviour improved after longer moderate-to-vigorous (>10 min), or shorter more intense (5 min), CMB/PAL bouts (9 out of 11 interventions). There was no support for enhanced cognition or academic performance due to limited repeated studies.

conclusionLow-to-medium quality designs predominate in investigations of the acute impacts of CMB and PAL on PA, cognition, academic performance and classroom behaviour. Variable quality in experimental designs, outcome measures and intervention characteristics impact outcomes making conclusions problematic. CMB and PAL increased PA and enhanced time on task. To improve confidence in study outcomes, future investigations should combine examples of good practice observed in current studies. PROSPERO REGISTRATION NUMBER: CRD42017070981.

Indexed as

academic performanceclassroom movement breakscognitionphysical activity

Identifiers

PMID29629186
PMCPMC5884342

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.