Myrto F. Mavilidi , Caterina Pesce , Valentin Benzing , Mirko Schmidt , Fred Paas , Anthony D. Okely , Spyridoula Vazou
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引用次数: 3
Abstract
The aim of this meta-analysis was to evaluate the effects of movement strategies during academic time, on children's and adolescents' cognitive processing, memory, behavioral control, and academic skills. We used a 2 2 design to categorize studies, based on their level of integration with (low vs. high) and relevance to the learning content (low vs high). Meta-analyses were conducted per overarching outcome constructs. Age was explored as a potential moderator. A total of 83 studies involving 25,641 participants were included. The high integration-high relevance movement strategy applied in longer-term (i.e., chronic) physical activity interventions had positive effects with the largest effect (ES = 0.94) on memory. The low integration-low relevance movement strategy had large effects on behavioral control measures for longer-term physical activity (ES = 1.42) and single (i.e., acute) bouts of physical activity; ES = 1.15). A nuanced pattern of results emerged in the other categories (high-low and low-high). A theory-based mapping of studies was used to disentangle the effects of different types of movement strategies during academic time on selective outcomes. Consistencies were identified and explained referring to theories grounded in educational psychology and exercise and cognition research.
期刊介绍:
Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.