Gender-specific effects of physical activity on children's academic performance: The Active Smarter Kids cluster randomized controlled trial

• Published in: Preventive medicine Vol. 106; pp. 171 - 176
• Main Authors: Resaland, G.K., Moe, V.F., Bartholomew, J.B., Andersen, L.B., McKay, H.A., Anderssen, S.A., Aadland, E.
• Format: Journal Article
• Language: English
• Published: United States Elsevier Inc 01-01-2018
• Subjects: Achievement; Child; Cluster Analysis; Exercise - psychology; Female; Health Promotion - methods; Humans; Male; Mathematics; Reading; Sex Factors
• ISSN: 0091-7435; 1096-0260
• DOI: 10.1016/j.ypmed.2017.10.034

Active learning combines academic content with physical activity (PA) to increase child PA and academic performance, but the impact of active learning is mixed. It may be that this is a moderated relationship in which active learning is beneficial for only some children. This paper examine the impact of baseline academic performance and gender as moderators for the effects of active learning on children's academic performance.
In the ASK-study, 1129 fifth-graders from 57 Norwegian elementary schools were randomized by school to intervention or control in a physical activity intervention between November 2014 and June 2015. Academic performance in numeracy, reading, and English was measured and a composite score was calculated. Children were split into low, middle and high academic performing tertiles. 3-way-interactions for group (intervention, control)∗gender (boys, girls)∗academic performance (tertiles) were investigated using mixed model regression.
There was a significant, 3-way-interaction (p=0.044). Both boys (ES=0.11) and girls (ES=0.18) in the low performing tertile had a similar beneficial trend. In contrast, middle (ES=0.03) and high performing boys (ES=0.09) responded with small beneficial trends, while middle (ES=−0.11) and high performing girls (ES=−0.06) responded with negative trends.
ASK was associated with a significant increase in academic performance for low performing children. It is likely that active learning benefited children most in need of adapted education but it may have a null or negative effect for those girls who are already performing well in the sedentary classroom. Differences in gendered responses are discussed as a possible explanation for these results.
Trial registration: Clinicaltrials.gov registry, trial registration number: NCT02132494.
•All boys responded positively to active learning.•Low academic performing girls responded positively to active learning.•Moderate and high performing girls responded negatively to active learning.•Active learning seemed to most benefit children most in need of adapted education.