Evidence map›Paper›PMID 30464752›Full record

ReviewFrontiers in psychology2018

A Narrative Review of School-Based Physical Activity for Enhancing Cognition and Learning: The Importance of Relevancy and Integration.

Myrto Foteini Mavilidi, Margina Ruiter, Mirko Schmidt, Anthony D Okely, Sofie Loyens, Paul Chandler, Fred Paas

Abstract readReview
PubMed Full text at PMC Publisher
In one paragraph

Review in Frontiers in psychology, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 37 papers, 2 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
37citing papers in PubMed, 2 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

37 citing papers in PubMed, 2 syntheses or guidelines pooled it.

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  6. Effects of an Acute Physical Activity Break on Test Anxiety and Math Test Performance.International journal of environmental research and public health · 2020
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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

7 authors.

Myrto Foteini MavilidiPriority Research Centre for Physical Activity and Nutrition, University of Newcastle, Newcastle, NSW, Australia.
Margina RuiterDepartment of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam, Netherlands.
Mirko SchmidtInstitute of Sport Science, Universität Bern, Bern, Switzerland.
Anthony D OkelyEarly Start Research Institute, University of Wollongong, Wollongong, NSW, Australia.
Sofie LoyensUniversity College Roosevelt, Utrecht University, Middelburg, Netherlands.
Paul ChandlerEarly Start Research Institute, University of Wollongong, Wollongong, NSW, Australia.
Fred PaasEarly Start Research Institute, University of Wollongong, Wollongong, NSW, Australia.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Engaging in regular physical activity can have substantial cognitive and academic benefits for children, and is generally promoted for its beneficial effects on children's physical and mental health. Although embodied cognition research has convincingly shown the integral relationship of the human body and mind, in schools physical activity and cognitive activity are typically treated as unrelated processes. Consequently, most physical activities used are neither sufficiently relevant for nor fully integrated into the learning tasks. In reviewing the literature regarding the integration of physical activity into education to promote cognition and learning, two main lines of research emerged: exercise and cognition research vs. embodied cognition research. In this narrative review, we describe these two separately evolved schools of thought, highlighting their differences and commonalities. In categorising the existing studies on a 2 × 2 matrix, concerning the two main categories of relevance for and integration into the learning task, it becomes clear where the different foci lie, and how both lines of research could profit from learning from each other. Finally, a new instructional model that integrates task-relevant physical activities into the cognitive/learning task is proposed to inform both further research and educational practice.

Indexed as

childrenembodied cognitionlearningmovementsphysical activity

Identifiers

PMID30464752
PMCPMC6234858

What OpenQuestion holds

Textmetadata
LicenceCC BY
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.