Effects of school-based physical activity on mathematics performance in children: a systematic review.

BACKGROUND: The benefits of physical activity (PA) on children's health and wellbeing are well established. However, the benefits of PA on academic performance and particularly on mathematics performance warrant systematic analysis. Mathematics is one of the core subjects in school education globally. METHODS: We systematically searched, analysed and synthesized the literature on the effects of school-based PA interventions on mathematics performance in children aged 4-16. A total of 29 studies consisting of randomised trials and other interventions with control groups were identified through a systematic search, and 11 of them provided sufficient data and appropriate design for a meta-analysis. RESULTS: Of the 29 studies involving 11,264 participants, positive overall effects of a PA intervention on mathematics performance were found in 13 studies (45%) and neutral overall effects in 15 studies (52%). Only one study reported a significant negative result for a subgroup of children in the first half of the intervention. In a risk-of-bias assessment, 12 studies had low, 17 moderate, and none had a high risk of bias. The meta-analysis of 11 studies suggested an overall small positive effect (ES = 0.23) of the interventions. Only one study in the meta-analysis indicated a negative effect in one of the intervention groups. CONCLUSIONS: Adding PA to the school day may enhance children's mathematics performance or has no negative effects on performance. Several types of PA interventions can be recommended to be added to the school day.

Longitudinal associations among cardiorespiratory and muscular fitness, motor competence and objectively measured physical activity.

OBJECTIVES: This study aimed to investigate cross-lagged associations in motor competence, cardiorespiratory fitness, muscular fitness and accelerometer-based moderate-to-vigorous physical activity (MVPA) engagement. DESIGN: One-year prospective follow-up study. METHODS: A sample was 491 (275 girls; M at baseline=11.27, SD=.32) Finnish physical education students. Students' motor competence was assessed by (1) two-legged jumping from side to side test, (2) throwing-catching combination test and (3) 5-leaps test. Their cardiorespiratory fitness was analyzed by a 20-m shuttle run test and muscular fitness by curl-up and push-up tests. Additionally, students' MVPA was measured objectively by hip-worn accelerometers. RESULTS: Results demonstrated that: (1) cardiorespiratory fitness measured at Grade 5 was the only significant predictor of later MVPA and this association appeared only in the boys' group, (2) MVPA assessed at Grade 5 significantly predicted cardiorespiratory fitness in the girls' group, (3) cardiorespiratory fitness collected at Grade 5 associated with muscular fitness, locomotor and stability skills in both girls and boys, and (4) locomotor skills measured at Grade 5 predicted significantly muscular fitness, locomotor and manipulative skills in both sex groups. CONCLUSIONS: Elementary school years are important in providing students with experiences in physical activity (PA) which leads to improvements s in cardiorespiratory health. Additionally, this study showed that cardiorespiratory fitness collected at Grade 5 associated with later muscular fitness, and locomotor and stability skills in both sex groups. These findings are noteworthy because muscular fitness in youth has several health-related benefits and motor competence in childhood and adolescence has positive association with later PA engagement.

Differences in physical activity at recess and school-related social factors in four Finnish lower secondary schools.

This study investigated the differences in physical activity (PA) at recess and school-related social factors, and described school PA promotion processes and staff experiences at four lower secondary schools from the Finnish Schools on the Move programme. Recess PA, peer relationships at school, relatedness to school, and school climate were assessed via surveys with eighth-grade students in spring 2011 (n = 385) and spring 2013 (n = 373). Local contact people in the school projects (n = 6), school staff (n = 83) and principals (n = 3) provided information on the PA promotion process via telephone interviews and surveys. Differences in student-level data in years 2011 and 2013 were analysed by gender using two-way ANOVA. Data on school processes were analysed using a combination of classification, narrative approach and content analysis.In two of the four schools, male students reported higher levels of recess PA in 2013 compared to 2011. In three schools, school-related social factors did not differ between 2011 and 2013. School cultures and routes towards a more physically active school day differed; the project was highly visible in all schools, but staff participation varied. More research is needed to determine the effective physically active strategies to promote positive social well-being and to enhance staff engagement.

Adolescents' physical activity at recess and actions to promote a physically active school day in four Finnish schools.

The national Finnish Schools on the Move programme support schools with their individual plans to promote school-based physical activity (PA). We examined the changes in adolescents' recess and overall PA in four lower secondary schools and described the school actions to promote students' PA and the local contact persons' perceptions of the effects. Recess and overall PA were assessed four times by anonymous questionnaires from students in grades 7-9 (n = 789) in 2010-12, and local contact persons (n = 7) provided information on school actions with diaries, interviews and surveys. Student data were analysed with descriptive statistics and chi-square tests, and school actions data were analysed with quantitative content analysis. The proportion of students who participated in physical activities at recess at least sometimes increased from 30% to 49% in physically active play and from 33% to 42% in ball games, mostly due to improvements in males' participation. Females' participation in recess activities increased in two schools with gender-specific physical activities or facilities. Overall PA levels declined slightly. Organized recess activities, student recess activators and equipment provision and sports facilities development were considered to have affected students' PA positively. Solutions for getting females more physically active in the school setting are needed.