Інтегроване та когнітивно збагачене фізичне виховання: диференційований вплив на математичну успішність дітей шкільного віку

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 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.