Background The popularity of consumer-wearable activity trackers has led the scientific community to conduct an increasing number of intervention studies integrating them to promote physical activity (PA) and to reduce sedentary behavior (SB) levels among school-aged children. Therefore, the aim of the present study was to estimate the effects of consumer-wearable activity tracker-based programs on daily objectively measured PA and SB among apparently healthy school-aged children, as well as to compare the influence of participants’ and programs’ characteristics. Methods Eligibility criteria were: (1) participants: apparently healthy school-aged children (< 18 years old); (2) intervention: aimed to promote PA and/or to reduce SB incorporating consumer-wearable activity trackers; (3) comparator: baseline measurements and/or a control/traditional group; (4) outcomes: objectively measured daily PA and/or SB levels; (5) study design: pre-experimental, quasi-experimental, and true-experimental trials. Relevant studies were searched from eight databases up to December 2020, as well as from four alternative modes of searching. Based on the Cochrane Risk-of-bias tool 2, the risk of bias was assessed following four domains: (1) randomization process; (2) missing outcome data; (3) measurement of the outcomes; and (4) selection of the reported results. Based on a comprehensive systematic review, meta-analyses of the Cohen’s standardized mean difference (d) and 95% confidence interval (CI) with a random-effects model were conducted to estimate the overall effects, as well as the within- and between-study subgroups analyses effects, of the programs on daily total steps, moderate-to-vigorous PA (MVPA), total PA and SB. Results Forty-four publications (i.e., 45 studies) were included in the systematic review (5,620 unique participants; mean age = 12.85 ± 2.84 years) and 40 publications (i.e., 41 studies) in the meta-analysis. Programs had a mean length of 11.78 ± 13.17 weeks and most used a waist-worn consumer-wearable activity tracker (77.78% waist-worn; 22.22% wrist-worn). Programs characteristics were: goal-setting strategies (64.06%); participants’ logbooks (56.25%); counseling sessions (62.50%); reminders (28.13%); motivational strategies (42.19%); and exercise routine (17.19%). Results showed a statistically significant moderate favorable effect on daily total steps (d = 0.612, 95% CI 0.477–0.746), small favorable effect on daily MVPA (d = 0.220, 95% CI 0.134–0.307), trivial favorable effect on daily total PA (d = 0.151, 95% CI 0.038–0.264) and trivial unfavorable effect on daily SB (d = 0.172, 95% CI 0.039–0.305). Subgroups analyses showed a higher effect for daily total steps and daily MVPA levels in females and the physically inactive for daily total steps (p = 0.003–0.044). Programs with educational counseling and/or goal-setting strategies, as well as a greater number of strategies, were more effective for improving children’s daily total steps, and wrist-worn activity trackers were more effective than waist-worn trackers for improving their daily MVPA levels (p = 0.001–0.021). Conclusions Consumer-wearable activity tracker-based programs seem to be effective in promoting school-aged children’s daily total steps and MVPA levels, especially for females and those that are physically inactive. These programs should include specific goal-setting, educational counseling, and wrist-worn trackers as especially effective strategies. However, due to the certainty of evidence being from “low” to “moderate”, future well-designed primary research studies about the topic are needed. PROSPERO: CRD42020222363.

The purpose was to examine the validity of three wrist-worn commercial activity trackers (Samsung Galaxy Watch Active 2, Apple Watch Series 5, and Xiaomi Mi Band 5) and six mobile apps (Pedometer and Pacer for android and iPhone mobiles, Google Fit for android, and Apple Health for iPhone mobiles) for estimating high school students’ steps and physical activity (PA) under free-living conditions. A sample of 56 (27 females; mean age = 14.7 years) and 51 (25 females; mean age = 14.0 years) high school students participated in Study 1 and 2, respectively. Study 1: Students performed a 200-meter course in four different conditions while wearing the wearables. Step counting through a video record was used as the golden standard. Study 2: Students wore the three wrist-worn commercial activity trackers during the waking time of one day, considering ActiGraph model wGT3X-BT accelerometers as a standard of reference. Afterward, the agreement between the PA scores measured by the commercial activity trackers and the video (study 1) or accelerometers (study 2) were calculated as follows: Equivalence test, Limits of Agreement (LOA); Mean Absolute Error (MAE); Mean Absolute Percentage Error (MAPE); and Intraclass Correlation Coefficient (ICC). Results showed that all the wearables presented excellent validity for assessing steps in structured free-living conditions (study 1; MAPE < 5%), although their validity was between poor-excellent based on ICC (95% confidence interval) values (ICC = 0.56-1.00). Regarding Study 2, the Xiaomi wristband and the Samsung Watch presented acceptable-excellent (MAPE = 9.4-11.4%; ICC = 0.91-0.97) validity for assessing steps under unstructured free-living conditions (study 2). However, the Apple Watch presented questionable-excellent validity (MAPE = 18.0%; ICC = 0.69-0.95). Regarding moderate-to-vigorous PA (MVPA) and total PA, only the Apple Watch showed low-acceptable validity for MAPE value and questionable-excellent validity for the ICC values for MVPA assessment (MAPE = 22.6; ICC = 0.67-0.93). All wearables checked in this study have shown adequate validity results in order to assess steps in both structured and unstructured free-living conditions for both continuous and dichotomous variables. Moreover, for assessing MVPA, only the Apple Watch reported valid results for compliance or non-compliance with the daily PA recommendations. However, the results showed low validity for total PA and MVPA as continuous variables. In conclusion, depending on the user’s/researcher’s aim and context, one or another wearable activity tracker could be more adequate, mainly because of its valid measurements and its costs.

Purpose: To examine the effect of two physical education–based alternated teaching units on students’ environmental knowledge for practicing out-of-school physical activity (PA), perceived autonomy support, self-determined and controlled motivation toward PA, intention to be physically active, self-reported and objective PA levels, and sedentary behavior. Method: A sample of 179 students (94 females) aged 13–15 years old was cluster randomly assigned to the innovative group (two alternated teaching units for practicing PA, with one lesson inside and one outside the school grounds) or the traditional group (a teaching unit for practicing PA, solely inside the school center). Results: The alternated teaching units improved students’ knowledge of their environment for practicing PA, perceived autonomy, autonomous motivation, intention to be physically active, and self-reported PA during the whole week (p < .05). Discussion/Conclusion: The innovative program improved students’ knowledge about their environment for practicing PA and self-reported PA but did not improve objectively measured PA levels.

Abstract. The purpose of the present study was to examine the effect of a Physical Education (PE)-based Sport Education (SE) program on personal and interpersonal variables, social environment, and the predisposition of acquiring positive habits and autonomy in high school students in order to assess the contribution of this model to the students’ citizenship education. A sample of 123 adolescents, 60 boys and 63 girls, participated in the present study. Students were divided into one control (CG) and one experimental (EG) group. EG performed 12 PE-lessons of SE intervention based on volleyball small-sided games and educational competitions. CG followed a traditional treatment of sport in PE, mixing tasks with small-sided games and direct instruction methodologies. Results showed that EG participants had a statistically significant increase in the scores of the following dimensions: personal (the self-determined motivation toward PE, satisfaction/enjoyment toward sport, and the physical self-concept); interpersonal (relatedness with others, cooperative learning, and important role within a work-group); social (PE classroom climate, and sportspersonship); and autonomy and acquisition of habits (autonomy support, and the intention to be physically active) compared with the CG (p < .001). A SE intervention in PE will allow teachers to improve students’ citizenship competences.Resumen. El objetivo del estudio fue examinar el efecto de un programa de Educación Deportiva (ED) en Educación Física (EF) sobre variables personales e interpersonales, ambiente social, y la predisposición de adquirir hábitos positivos y autonomía en estudiantes de enseñanza secundaria para evaluar la contribución de este modelo a la educación para la ciudadanía de los alumnos. 123 adolescentes, 60 niños y 63 niñas, participaron en el presente estudio. Los estudiantes fueron divididos en un grupo control (GC) y un grupo experimental (GE). El GE realizó 12 sesiones de EF de ED basada en juegos y competiciones de situaciones reducidas de juego de voleibol. El GC siguió un tratamiento tradicional del deporte en EF, combinando tareas con situaciones reducidas de juego y metodologías de instrucción directa. Los resultados mostraron que los participantes del GE tuvieron un aumento estadísticamente significativo en las puntuaciones de las siguientes dimensiones: personal (motivación autodeterminada hacia la EF, satisfacción/disfrute hacia el deporte y autoconcepto físico); interpersonal (relación con los demás, aprendizaje cooperativo, y papel importante dentro del grupo); social (clima de aula en EF y deportividad); y autonomía y adquisición de hábitos (apoyo a la autonomía e intención de ser físicamente activo) en comparación con el GC (p < .001). Una intervención de ED en EF permitirá que los profesores mejoren las competencias de ciudadanía de los alumnos.

El objetivo principal del estudio fue comprobar el efecto de una unidad didáctica del Modelo de Educación Deportiva en Educación Física sobre la deportividad y los niveles de actividad física habitual en estudiantes de Educación Secundaria. Un total de 114 estudiantes (62 varones y 52 mujeres) de cuatro clases (dos de segundo y dos de cuarto) de Educación Secundaria Obligatoria se asignaron aleatoriamente por clases al grupo Tradicional (metodología basada en la instrucción directa) o al grupo Educación Deportiva (Modelo de Educación Deportiva). Ambos grupos participaron en 12 sesiones de Educación Física (2 sesiones por semana). Los resultados del Modelo Lineal Multinivel mostraron que el programa de Educación Deportiva mejoró la dimensión participación de la deportividad de los estudiantes. Sin embargo, no hubo diferencias significativas en el resto de las dimensiones de deportividad ni sobre los niveles de actividad física habitual de los escolares. En conclusión,