Integrated Versus Cognitively-Enriched Physical Education: Differential Effects On Mathematics Performance In School-Aged Children
DOI:
https://doi.org/10.17309/tmfv.2026.3.05Keywords:
physical education, mathematics performance, integrated learning, embodied cognitionAbstract
Background. Physical activity (PA) interventions are increasingly being studied due to their potential to improve academic performance, particularly in mathematics. However, it remains unclear whether specific approaches such as Mathematics Integrated Physical Education (Math-PE) are more effective than general approaches such as Cognitively Enriched PE.
Objectives. The purpose of this study is to demonstrate the effects of physical activity interventions on mathematics performance and compare the effectiveness of Mathematics Integrated Physical Education (Math-PE) and Cognitively Enriched PE.
Materials and Methods. This study employed a systematic review and meta-analysis. A literature search was conducted in the Scopus, PubMed, and Taylor & Francis Online databases in accordance with the PRISMA 2020 guidelines. The studies that met the criteria (N = 11 independent samples) consisted of randomized controlled trials and quasi-experiments. The analysis used a random-effects model to calculate the pooled standardized mean difference (SMD).
Results. The analysis revealed a significant and moderate overall effect of PA interventions on mathematics performance (SMD = 0.425; 95% CI [0.187; 0.663]; p < 0.001). Importantly, moderator analysis revealed no statistically significant difference between Integrated Math-PE (k = 7; SMD = 0.436) and Cognitively Enriched PE (k = 4; SMD = 0.427; Qb = 0.00; p = 0.974).
Conclusions. While both methods produce statistically similar results, their implementation needs to be tailored to specific pedagogical circumstances. Integrated Physical Education and Mathematics is most effective for introducing specific mathematical concepts in early grades, while Cognitively Enriched Physical Education is more appropriate for improving general problem-solving skills and calculation speed in older children. Therefore, educators must carefully select methods that are truly relevant to the developmental stage of the students and the learning objectives they wish to achieve, emphasizing that Physical Education is a crucial factor in mathematics achievement when applied in the right context.
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Copyright (c) 2026 Ahmad Chaeroni, Yuke Permata Lisna, Andre Igorezky, Lutfi Nur, Muchamad Arif Al Ardha, Nurhasan Nurhasan
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