Alicia L. Fedewa

The effects of physical activity and physical fitness on children's achievement and cognitive outcomes: a meta-analysis.

Abstract It is common knowledge that physical activity leads to numerous health and psychological benefits. However, the relationship between childrens physical activity and academic achievement has been debated in the literature. Some studies have found strong, positive relationships between physical activity and cognitive outcomes, while other studies have reported small, negative associations. This study was a comprehensive, quantitative synthesis of the literature, using a total of 59 studies from 1947 to 2009 for analysis. Results indicated a significant and positive effect of physical activity on childrens achievement and cognitive outcomes, with aerobic exercise having the greatest effect. A number of moderator variables were also found to play a significant role in this relationship. Findings are discussed in light of improving childrens academic performance and changing school-based policy.

A Meta-analysis of the Relationship Between Children’s Physical Activity and Mental Health

The present study was a comprehensive, quantitative synthesis of the literature examining the effects of physical activity on childrens mental health outcomes. The final analysis included 73 published and unpublished studies, totaling 246 effect sizes. Various study and participant characteristics were coded to assess moderator effects, including type of physical activity, mental health outcome, gender, cognitive ability, mental status, and implementer of the physical activity, etc. Results demonstrated varying effects depending on the methodology of the examined study [i.e., correlational vs. randomized controlled trial (RCT)/non-RCT] and characteristics of the participants, although overall effects of physical activity on childrens mental health were small but significant, indicating that on average physical activity led to improved mental health outcomes for all children.

The Effects of Bullying and Peer Victimization on Sexual-Minority and Heterosexual Youths: A Quantitative Meta-Analysis of the Literature

This study is a comprehensive, quantitative synthesis of the literature examining the effects of homophobic bullying on both sexual-minority and heterosexual youths’ psychological outcomes. The final analysis included 16 published and 2 unpublished studies from around the world, totaling 81 effect sizes. Various study characteristics were coded to assess moderator effects, but only age of youth was found to play a significant role between bullying and detrimental outcomes for youths. Results demonstrated that sexual-minority youths experience significantly more bullying and victimization than do heterosexual peers and that these hostile experiences contribute to a number of negative outcomes for sexual-minority youths.

A Quantitative Review of Physical Activity, Health, and Learning Outcomes Associated With Classroom-Based Physical Activity Interventions

Research suggests that physical activity may foster improved academic performance, yet schools are receiving more pressure to achieve high academic standards. It is important for classroom teachers, administrators and school psychologists to understand the benefits of incorporating physical activity into the school day. This article serves as a quantitative review of classroom physical activity interventions in terms of their physical activity, health and learning outcomes for students, with implications of findings discussed for school personnel.

Children and Adolescents With Same-Gender Parents: A Meta-Analytic Approach in Assessing Outcomes

Given the societal, political, and cultural divide on the topic of same-gender parenting, there is a need for a stronger body of evidence that accurately identifies outcomes for children and adolescents of gay and lesbian parents. In addition, attention should be paid to the validity of the argument that parenting capabilities are gender-exclusive and children need both a mother and a father. The present study was a quantitative synthesis of the available literature to investigate the effects of parental gender and sexual identity on child and adolescent outcomes. An electronic search of relevant databases resulted in 33 unpublished and published studies (N of children = 5,272) that included a comparison of same-gender or different-gender parents and their children. Results indicated several significant findings for the parent-child relationship and child gender role behavior outcomes. Other outcomes, including child sexual orientation, cognitive abilities, psychological adjustment, and gender identity, were not moderated by parent gender or sexual orientation. Implications for future research are discussed.

The effects of anger management on children’s social and emotional outcomes: A meta-analysis:

The occurrence of violent behaviors and bullying in schools continues to be a recognized problem among students and school personnel. The concern caused by these behaviors have led many schools to implement anger management and other impulse control based programs for at-risk students in an effort to prevent many of these incidences. This study was a comprehensive, meta-analytic synthesis of the literature to assess the effectiveness of these interventions, using a total of 60 studies from 1979–2010 for analysis. Results indicated an overall effect size (ES) of −0.27, showing a small to moderate intervention effect in reducing children’s negative emotional and behavioral outcomes including anger, aggression, and loss of self control. Many different types of anger management components were found to be effective in promoting positive outcomes. Implications for school psychologists are discussed.

Effects of “Safe School” Programs and Policies on the Social Climate for Sexual-Minority Youth: A Review of the Literature

Research indicates lesbian, gay, bisexual, and transgender (LGBT) youth are a vulnerable population—a status that can be attributed to a hostile social climate at school. Intervention strategies, such as educational policies, programs, and a supportive environment, improve the social climate for LGBT students in secondary schools and universities. Yet, no studies have compiled and synthesized existing research to show the exclusively positive effect safe school interventions and supportive environments have on LGBT youth. This article presents a summary of the various intervention strategies, examines the strengths and limitations of the existing body of knowledge, and makes recommendations for future research.

Parent Practices and Home-School Partnerships: A Differential Effect for Children with Same-Sex Coupled Parents?

Parents can profoundly influence the long-term academic success of their children. Parental involvement with their childrens schools has consistently been associated with much better long-term academic and social outcomes. Unfortunately, same-sex parents often feel disconnected and unwelcome in schools. In order to extend the research supporting parent practices and strong family-school collaboration, the present study used the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) data set to examine the following: (1) How same-sex families compare to heterosexual families with respect to the parental practices of helping and communicating; (2) How home-school partnerships compare across same-sex and heterosexual families; and (3) Whether a strong home-school partnership is more important for the academic achievement and social adjustment of children with same-sex parents given the societal context in which these children are embedded. Results indicated that same-sex and heterosexual parents did not differ with respect to their parent practices or home-school partnerships. Further, home-school partnerships were not differentially important for children with same-sex parents.

Impact of recess interventions on children's physical activity - a meta-analysis.

Objective. The purpose of this paper was to explore the effect of recess interventions on childrens physical activity (PA) levels and to examine which specific interventions/characteristics have more influence on childrens PA Data Source. Academic Search Premier, CINAHL, ERIC, MEDLINE, ProQuest, SPORT Discus Study Inclusion and Exclusion Criteria. Papers published between 1986 and 2012, published in the English language, and evaluating any recess intervention with PA as an outcome Data Extraction. Study outcomes were distilled into seven domains related to PA: age, gender, intervention type, intervention duration, duration of PA per intervention session, outcome measures, and study region Data Synthesis. Effect sizes were pooled within and across studies for each domain separately. Moderator analyses were performed using gender, age, and total length of intervention. Twenty-three independent samples were provided from 13 studies. Results. The estimated overall effect size for time in PA was 56 (SE .07), suggesting a positive and significant mean difference between pretest and posttest PA time after implementing a recess intervention. Differences in PA levels were moderated by age, duration and type of intervention, and type of outcome measures. Conclusion. The limited evidence suggests recess interventions can improve youth PA levels. Implications reinforce the importance of schools in advocating for recess during the school day. Strategies shown to increase student PA during recess should be implemented.

Incorporating Physical Activity Into the Schools Using a 3-Tiered Approach

BACKGROUND Public health models have been used to address a number of school-based concerns, notably in the identification and treatment of students at-risk for academic or behavioral deficits. Significant benefits are associated with this model as, compared to a traditional approach, the focus is shifted from remediation to prevention, and from student pathology to student strengths. METHODS Although this model has been applied to multiple populations and used across a variety of settings, it has yet to be conceptualized as a framework for the integration of school-based physical activity (PA). RESULTS This article first reviews the public health service delivery model as well as the benefits of PA on childrens physical health, mental health, and cognitive outcomes. Second, suggestions for incorporating PA into the schools using a 3-tiered system and as barriers to success are discussed. CONCLUSION School-based PA is a promising tool-and yet an overlooked and undervalued intervention-for a number of concerns applicable to childrens academic achievement and overall mental health.