https://nova.newcastle.edu.au/vital/access/ /manager/Index ${session.getAttribute("locale")} 5 https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:51020 Wed 16 Aug 2023 09:41:18 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:42553 I ²=83.70%), mainly in primary education settings (g=0.48, 95% CI 0.07 to 0.89; I ²=90.43%). Academic performance, principally mathematics-related skills, was also increased by quality-based PE interventions (g=0.15, 95% CI 0.06 to 0.24; I ²=41.75%). Among these interventions, teaching strategies favoured similar results, but without heterogeneity in the results (g=0.12, 95% CI 0.05 to 0.18; I ²=0%). In contrast, quantity-based PE interventions had a very small and non-significant effect on academic performance (g=0.09, 95% CI -0.05 to 0.24; Q=11.65; I ²=48.48%). Finally, there were no differences between the three PE interventions (ie, quantity, quality, and combined PE interventions) in regard to academic performance. CONCLUSION: Improving the quality of PE classes may improve students' cognition and academic performance in children and adolescents. Importantly, allocating more time for PE does not seem to compromise this performance.]]> Thu 25 Aug 2022 11:47:15 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:54821 Fri 15 Mar 2024 08:22:37 AEDT ]]>