Evidence map›Paper›PMID 30557397›Full record

Trial reportPloS one2018

Classroom-based physical activity improves children's math achievement - A randomized controlled trial.

Mona Have, Jacob Have Nielsen, Martin Thomsen Ernst, Anne Kaer Gejl, Kjeld Fredens, Anders Grøntved, Peter Lund Kristensen

Abstract readRandomized Controlled Trial
PubMed Full text at PMC Publisher
In one paragraph

Trial report in PloS one, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 18 papers, 5 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
18citing papers in PubMed, 5 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

18 citing papers in PubMed, 5 syntheses or guidelines pooled it.

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  11. Combining Numerical Relational and Fundamental Motor Skills to Improve Preschoolers' Early Numeracy: A Pilot Intervention Study.International journal of early childhood = Revue internationale de l'enfance prescolaire = Revista internacional de la infancia pre-escolar · 2023
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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.

Mona HaveCentre of Research in Childhood Health, Department of Sports Science and Clinical Biomechanics, University of Southern, Odense, Denmark.ORCID 0000-0003-4267-2510
Jacob Have NielsenCentre of Research in Childhood Health, Department of Sports Science and Clinical Biomechanics, University of Southern, Odense, Denmark.
Martin Thomsen ErnstCentre of Research in Childhood Health, Department of Sports Science and Clinical Biomechanics, University of Southern, Odense, Denmark.
Anne Kaer GejlCentre of Research in Childhood Health, Department of Sports Science and Clinical Biomechanics, University of Southern, Odense, Denmark.
Kjeld FredensDepartment of Learning and Philosophy, Aalborg University, Aalborg, Denmark.
Anders GrøntvedCentre of Research in Childhood Health, Department of Sports Science and Clinical Biomechanics, University of Southern, Odense, Denmark.
Peter Lund KristensenCentre of Research in Childhood Health, Department of Sports Science and Clinical Biomechanics, University of Southern, Odense, Denmark.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

This RCT investigated the effect on children of integrating physical activity (PA) into math lessons. The primary outcome was math achievement and the secondary outcomes were executive functions, fitness and body mass index. Twelve Danish schools were randomized to either an intervention group or a control group. A total of 505 children with mean age 7.2 ± 0.3 years were enrolled in the study. Change in math achievement was measured by a 45-minute standardized math test, change in executive function by a modified Eriksen flanker task, aerobic fitness by the Andersen intermittent shuttle-run test, and body mass index by standard procedures. PA during the math lessons and total PA (including time spent outside school) were assessed using accelerometry (ActiGraph, GT3X and GT3X+). Children in the intervention group improved their math score by 1.2 (95% CI 0.3; 2.1) more than the control group (p = 0.011) and had a tendency towards a higher change in physical activity level during math lessons of 120,4 counts/min (95% CI -9.0;249.8.2, p = 0.067). However, the intervention did not affect executive functions, fitness or body mass index. Participation in a 9-month PA intervention (from 2012-2013) improved math achievement among elementary school children. If replicated, these findings would suggest that implementation of physical activity in school settings could lead to higher academic achievement.

Indexed as

Academic SuccessExerciseHealth PromotionMathematical ConceptsSchool Health ServicesAccelerometryBody Mass IndexChildExecutive FunctionFemaleHumansMalePhysical FitnessSchools

Identifiers

PMID30557397
PMCPMC6296522

What OpenQuestion holds

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LicenceCC BY
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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.