Table 1.

Previous combined movement and EN interventions in preschoolers

Reference	Study design	Sample	Outcome measure	Exposure	Intervention	Results	Delayed effects
(Fischer et al., 2011)	CCT	N = 22; 5.8 years	Number line estimation task and TEDI-MATH (i.e., counting principles, object counting, Arabic digits, number words and calculation)	Three 10- to 15 min training sessions within 3 weeks	A number magnitude comparison tasks on a dance mat. Children received training individually	Greater improvements in number line estimator and counting principles subtests compared to tablet PC intervention	Not measured
(Shoval et al., 2018)	CCT	N = 106; 4.9 ± 0.58 years	Mathematics achievement test (i.e., quantitative concepts, understanding sequence, counting, enumerating, conservation of quantities and number permanence, verbal reasoning problems) and sequencing test of ordinal numbers	Five times a week, 90 min outdoor and 90 min indoor activities for 145 days	"Mindful movement" was integrated with academic learning (science, mathematics, reading and writing) in outdoor and indoor learning environments	Intervention led to the greater improvements in the math perforsmance compared to BAU	Not measured
(St. Laurent et al., 2018)	CCT	N = 52; 4.1 ± 0.1 years	Number recognition (i.e., numbers from 1 to 15 in random order)	Two to three times a week, total of 10 to 35 min training, for 12 weeks	Active learning lessons (5–10 min) 2–3 times a week. These were placed with FMS training (30 min) every other week. Video PA breaks (5 min) three times a week	No effects	Not measured

CCT Controlled clinical trial; BAU Business-as-usual control group; PC Personal computer