Effectiveness of Physical Activity Interventions for Preschoolers: A Meta-Analysis
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
PURPOSE: The purpose of the meta-analysis was to examine the effectiveness of physical activity interventions on physical activity participation among preschoolers. A secondary purpose was to investigate the influence of several possible moderator variables (e.g., intervention length, location, leadership, type) on moderate-to-vigorous physical activity (MVPA). METHOD: Nine databases were systematically searched for physical activity interventions. Studies were included if they contained statistics necessary to compute an effect size (ES), were written in or translated into English, examined physical activity in preschoolers, incorporated a physical activity intervention, and targeted preschool-aged children. Fifteen studies satisfied these criteria. ESs were calculated using a random-effects model. RESULTS: Results indicated that overall, interventions had a small-to-moderate effect on general physical activity (Hedges g = 0.44, p < .05, n = 73 ESs) and a moderate effect on MVPA (Hedges g = 0.51, p < .05, n = 39 ESs). The greatest effects for MVPA were identified for interventions that were less than 4 weeks in duration, were offered in an early-learning environment, were led by teachers, involved outdoor activity, and incorporated unstructured activity. CONCLUSIONS: This meta-analysis provides an overview and synthesis of physical activity interventions and highlights effective strategies for future interventions aimed at increasing physical activity levels among preschoolers.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.005 | 0.008 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it