ArticleFrontiers in public health2024
The effects of the 'active before school' programme on the academic skills of 8-9-year-old children: a physically and cognitively engaging intervention.
Article in Frontiers in public health, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers, 1 of them a synthesis that pooled it.
What it found
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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.
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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.
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Who cites it
2 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Effects of before-school physical activity programs on preschool and school children: a systematic review.Frontiers in public health · 2026Pooled it
- The Relationship of Creativity and Motor Creativity with Physical Activity and Motor Fitness in a Gender Perspective Among 8-9-Year-Old Children.Children (Basel, Switzerland) · 2024Article
Corrections and comments
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Literature underscores the significance of exercise and cognitive stimulation for achieving academic success. This study aims to investigate the effects of the technology-based "Active Before the First School Bell" programme, comparing the effects of two school-based interventions (physical activity vs. cognitive engagement) on the academic skills of 8-9-year-old children. Methods: This encompasses their school skills, visual-motor coordination, levels and attitudes towards physical activity, and fitness. The study involved 88 primary school children (age: 8.3 years, 58.0% girls). To assess the programme's distinct effects children were categorised into three groups. The first group ( Results: Significant post-test differences between the groups were observed in visual spatial function, with the PAEG outperforming the CG, and in auditory and language functions, where both experimental groups outperformed the CG. Results suggest that before school physical activities may be more effective than cognitive activities in improving the academic skills. Conclusion: The short-term effects obtained provide insights for implementing before-school programmes for children in the early school years.
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Registered trials
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 Socratic graph.