Active learning combines academic content with physical activity (PA) to increase child PA and academic performance, but the impact of active learning is mixed. It may be that this is a moderated relationship in which active learning is beneficial for only some children. This paper examine the impact of baseline academic performance and gender as moderators for the effects of active learning on children's academic performance. In the ASK-study, 1,129 fifth-graders from 57 Norwegian elementary schools were randomized by school to intervention or control in a physical activity intervention between November 2014 and June 2015. Academic performance in numeracy, reading, and English was measured and a composite score was calculated. Children were split into low, middle and high academic performing tertiles. 3-way-interactions for group (intervention, control) x gender (boys, girls) x academic performance (tertiles) were investigated using mixed model regression. There was a significant, 3-way-interaction (p = 0.044). Both boys (ES 0.11) and girls (ES 0.18) in the low performing tertile had a similar beneficial trend. In contrast, middle (ES 0.03) and high performing boys (ES 0.09) responded with small beneficial trends, while middle (ES -0.11) and high performing girls (ES -0.06) responded with negative trends. ASK was associated with a significant increase in academic performance for low performing children. It is likely that active learning benefited children most in need of adapted education but it may have a null or negative effect for those girls who are already performing well in the sedentary classroom. Differences in gendered responses are discussed as a possible explanation for these results. TRIAL REGISTRATION: ClinicalTrials.gov registry, trial registration number NCT02132494.
Copyright by Academic Press.

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