Abstract
The theoretical background related to how physical activity positively influences
children and adolescents’ brain function for social and emotional
competency has been stably structured. However, according to our review of the
literature, no study has synthetically analyzed physical education interventions
that produce positive outcomes related to learners’ emotional status.
Therefore, the aim of the study was to systematically analyze the effectiveness
of physical education interventions designed to improve students’
emotional ability. In October 2017, we searched electronic research databases
for intervention studies that analyzed the impact of school physical education
on students’ emotional changes. We assessed the risk of bias, extracted
data, and conducted meta-analysis to determine the effectiveness of physical
education intervention. From an initial pool of 1200 non-duplicate records, 12
studies fulfilled the inclusion criteria. The effectiveness of school-based
physical education was analyzed by calculating standard mean difference. Based
on the results of the meta-analysis, students in intervention conditions changed
their psychological conditions compared with students in usual practice
conditions (standardized mean difference=0.30, 95% confidence
interval=− 0.05−0.66). Physical and sport
education for children and adolescents has positively influenced changes in
their emotional conditions.
Key words
physical education - emotional competency - meta analysis
