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Table 5 Quality assessment of included studies

From: Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis

Paper Selection bias Study design Confounders Blinding Data collection methods Withdrawals & dropouts Overall
Goh et al., 2016 moderate moderate strong moderate moderate weak MODERATE
Beck et al., 2016 moderate strong strong moderate weak strong MODERATE
De Greeff et al., 2016 moderate strong strong moderate strong moderate STRONG
Altenburg et al., 2016 weak strong strong moderate strong weak WEAK
Mead et al., 2016 weak strong weak moderate weak weak WEAK
Mullender Wijnsma et al., 2016 moderate strong weak weak strong strong WEAK
Van den berg et al., 2016 weak strong strong moderate moderate weak WEAK
Grieco et al., 2016 moderate strong weak strong moderate weak WEAK
Carlson et al., 2015 moderate weak weak weak strong strong WEAK
Ma et al., 2015 moderate moderate strong moderate strong weak MODERATE
Ma et al., 2014 moderate moderate strong moderate moderate strong STRONG
Howie et al., 2014 moderate moderate strong moderate strong weak MODERATE
Howie et al., 2015 moderate moderate strong moderate strong weak MODERATE
Janssen et al., 2014 weak moderate strong moderate strong weak MODERATE
Wilson et al., 2015 moderate moderate strong moderate weak weak WEAK
Hill et al., 2011 moderate moderate strong strong weak strong MODERATE
Hill et al., 2010 moderate moderate strong strong weak weak WEAK
Ahamed et al., 2007 moderate strong strong moderate weak weak WEAK
Whitt-Glover et al., 2011 moderate strong weak moderate weak strong WEAK
Uhrich & Swarm., 2007 moderate strong weak moderate strong weak WEAK
Katz et al., 2010 moderate strong weak moderate weak weak WEAK
Lisahunter et al., 2014 weak strong weak moderate strong weak WEAK
Bernard et al., 2014 moderate strong weak moderate strong strong MODERATE
Fedewa et al., 2015 weak strong weak moderate strong strong WEAK
Erwin et al., 2013 moderate strong weak moderate strong strong MODERATE
Grieco et al., 2009 moderate moderate strong moderate moderate weak MODERATE
Mahar et al., 2006 moderate strong weak moderate moderate weak WEAK
Bailey & DiPerna., 2015 moderate moderate strong moderate weak weak WEAK
Vazou et al., 2012 moderate moderate strong moderate strong weak MODERATE
McCrady-Spitzer et al., 2015 weak moderate strong moderate strong strong MODERATE
Norris et al., 2015 moderate strong strong moderate weak weak WEAK
Mullender Wijnsma et al., 2015a moderate moderate strong moderate moderate weak MODERATE
Mullender Wijnsma et al., 2015b moderate strong weak moderate moderate weak WEAK
Graham et al., 2014 weak strong and moderate weak moderate weak weak WEAK
Riley et al., 2014 moderate strong weak weak weak strong WEAK
Riley et al., 2015 moderate strong strong weak weak strong WEAK
Donnelly et al., 2009 moderate strong strong moderate strong strong STRONG
Reed et al., 2010 weak strong weak moderate strong weak WEAK
Schmidt et al., 2016 moderate strong strong moderate strong weak MODERATE
  1. Overall rating
  2. Strong = no weak ratings
  3. Moderate = 1 weak rating
  4. Weak = 2 or more weak ratings