Supplementary file 2_Effects of school-based physical activity interventions on physical fitness and psychosocial adaptation in children: a systematic review and meta-analysis.docx

School-based PA interventions were associated with significant improvements in cardiorespiratory fitness (g = 0.36, 95% CI [0.25, 0.46], p < 0.001, I2 = 98%) and muscular fitness (g = 0.24, 95% CI [0.17, 0.31], p < 0.001, I2 = 93%); the small reduction in body mass index did not reach statistical significance (g = −0.11, 95% CI [−0.27, 0.04], p = 0.154, I2 = 98%). For psychosocial outcomes, significant small effects were found for self-esteem (g = 0.18, 95% CI [0.10, 0.27], p < 0.001), psychological well-being (g = 0.15, 95% CI [0.09, 0.21], p < 0.001), and social functioning (g = 0.21, 95% CI [0.04, 0.38], p = 0.018).

Exploratory subgroup analyses suggested that larger effects were associated with multicomponent interventions, durations of ≥24 weeks, and ≥3 sessions per week.</p>Conclusion<p>School-based PA interventions were associated with small-to-moderate improvements in physical fitness and small improvements in psychosocial adaptation in children. The findings support integrating comprehensive PA programs into school curricula.

However, the small effect sizes for psychosocial outcomes and substantial heterogeneity underscore the need for rigorous studies with standardized measurement protocols.</p>