Effectiveness of Active Learning that Combines Physical Activity and Math in Schoolchildren: A Systematic Review

摘要

ABSTRACT BACKGROUND Despite increased interest in combining learning and physical activity (PA), the academic and PA benefits of active learning are uncertain. METHODS A systematic search of 5 databases for studies combining learning math with PA in primary/elementary schools was conducted. Academic benefit was evaluated by pre‐post intervention math scores compared to a control group. Effect sizes (ES) were extracted/calculated when possible. Due to study heterogeneity, meta‐analysis was not conducted. RESULTS Six randomized controlled trials and 5 quasi‐experimental studies evaluating 4082 participants (53% girls; mean age 7.5‐11.1?years) were eligible. Math scores were significantly better in the intervention group in 6 of 11 studies on at least 1 test (ES: 0.42‐4.7; p?≤?.03). Other math tests either were not all statistically significant (2 studies) or the benefit varied across grades (1 study). No studies reported a decline in math scores. Of studies measuring PA with accelerometers, 4 of 5 reported significantly greater PA in the intervention group during the intervention (p?