Effect of classroom-based physical activity interventions on attention and on-task behavior in schoolchildren: A systematic review

Ruhland, Stefanie; Lange, Klaus W.

doi:10.1016/j.smhs.2021.08.003

Cited by 20 publications

(17 citation statements)

References 63 publications

(159 reference statements)

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“…Children who participate in classroom-based physical activity are also more likely to meet the WHO’s recommendation of 60 min of daily physical activity [ 53 ]. Classroom-based physical activity has also been shown to increase students’ feelings of joy and motivation to learn, as well as classroom behaviour (i.e., time-on-task) and various aspects of academic achievement, with these effects occurring both acutely and over the long-term [ 12 , 16 , 54 , 55 ]. Additionally, qualitative studies of both high school students and high school teachers support an interest and willingness to engage in physical activity in the classroom [ 56 , 57 , 58 ].…”

Section: The Benefits Of Classroom-based Physical Activity For Children In Elementary Schools and The Promising Translation To Adolescentmentioning

confidence: 99%

“…Given the growing rate of sedentary behaviour among children in many parts of the world [ 11 ], and the corresponding consequences for children’s well-being, many researchers and policy makers have turned to classrooms as potential avenues to increase children’s physical activity behaviour. More specifically, a great deal of research has focused on evaluating how integrating physical activity into elementary school classrooms can reduce sedentary behaviour and improve academic achievement and overall well-being among children [ 12 , 13 , 14 , 15 , 16 ]. However, this work has not extended to high school classrooms, despite adolescents constituting one of the most sedentary portions of the population [ 11 ], and ample evidence demonstrating the critical role that physical activity plays in supporting healthy adolescent development [ 10 , 17 ].…”

Section: Introductionmentioning

confidence: 99%

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Physical Activity in High School Classrooms: A Promising Avenue for Future Research

Fenesi

Graham

Crichton

et al. 2022

IJERPH

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Adolescence represents a sensitive period whereby lifestyle factors such as physical activity can have profound, long-lasting effects on development and later life habits. However, adolescence constitutes a period of frequent sedentary behaviour. Among children, integrating physical activity into elementary school classrooms has been shown to reduce sedentary behaviour and improve academic achievement and overall physical and mental health. However, this promising area of research has not extended to adolescents and high school classrooms. In this paper, we describe the benefits of conducting research on the impact of physically active high school classrooms, and highlight the challenges and potential misconceptions associated with research in this field. Specifically, we review research on the role of physical activity in adolescent development, the benefits of classroom-based physical activity for children, and discuss the factors that may have led researchers to focus on classroom-based physical activity primarily for children, despite the potentially similar benefits for adolescents.

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Section: The Benefits Of Classroom-based Physical Activity For Children In Elementary Schools and The Promising Translation To Adolescentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Physical Activity in High School Classrooms: A Promising Avenue for Future Research

Fenesi

Graham

Crichton

et al. 2022

IJERPH

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“…The intensity of exercises and whether the sessions are acute or chronic impacted the results more than the type of exercise. The results of another systematic review showed positive effects of a 1-h long PA and short duration activities on attention as well as on-task behaviors (Ruhland and Lange, 2021 ). However, when Seiffer et al investigated the efficacy of PA on children with ADHD, they observed that moderate-to-vigorous PA (MVPA) had only a small effect on total ADHD core symptoms (Seiffer et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

“…Reviews and meta-analyses typically face some limitations, such as a small number of studies (Biddle et al, 2019 ; Schuch et al, 2019 ; Andermo et al, 2020 ; Lambez et al, 2020 ; Carter et al, 2021 ; Liang et al, 2021 ), differences in methodologies (Lambez et al, 2020 ; Vysniauske et al, 2020 ; Dhir et al, 2021 ; Seiffer et al, 2021 ), differences between studies in assessing PA and mental health outcomes (Biddle et al, 2019 ; Andermo et al, 2020 ; Liang et al, 2021 ; Ruhland and Lange, 2021 ; Welsch et al, 2021 ), studies with low or moderate quality and high risk of bias (Rodriguez-Ayllon et al, 2019 ; Vysniauske et al, 2020 ; Carter et al, 2021 ; Dhir et al, 2021 ; Seiffer et al, 2021 ; Welsch et al, 2021 ), and non-representative samples (Biddle et al, 2019 ; Rodriguez-Ayllon et al, 2019 ; Vysniauske et al, 2020 ; Bourke et al, 2021 ; Liang et al, 2021 ; Welsch et al, 2021 ). Individual studies have small and non-representative samples (Ahn et al, 2018 ; Bowe et al, 2021 ; Mercurio et al, 2021 ), low quality, no long-term follow-ups, and inadequate consideration of real-world implementation factors for intervention studies (Parker et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Physical activity and the development of general mental health problems or attention-deficit hyperactivity disorder (ADHD) symptoms in children and adolescents: A cross-lagged panel analysis of long-term follow-up epidemiological data

Ganjeh

Hagmayer

Meyer

et al. 2022

Front. Behav. Neurosci.

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Studies have shown that physical activity (PA) can provide a helpful, low-risk, and cost-effective intervention for children and adolescents suffering from mental health problems. This longitudinal study aimed to assess whether PA prevents the development of mental health problems, such as attention-deficit/hyperactivity disorder (ADHD) in children and adolescents. Data were analyzed from the German Health Interview and Examination Survey for Children and Adolescents (KiGGS) collected from more than 15.000 children and adolescents at three different time points over a period of more than 10 years. Parents scored the PA of the study participants on three frequency levels according to WHO recommendations, and mental health problems were assessed by means of the Strengths and Difficulties Questionnaire (SDQ). The total problem score (SDQ-Total) and the hyperactivity/inattention symptoms sub-scale (SDQ-H/I) were used in an autoregressive cross-lagged model to examine their relationship with PA. The results showed that PA of boys and girls at preschool age was inversely associated with the occurrence of mental health problems and, in particular, ADHD symptoms about 6 years later. Higher levels of PA were associated with better general mental health and fewer ADHD symptoms at the next time point (Wave 1). These effects were not observed from preadolescence (Wave 1) to adolescence (Wave 2), neither for girls nor for boys. These findings indicate that medium-to-high PA may be a supportive factor for good mental health in children in preschool and elementary school. Future studies will have to show whether PA may be a helpful add-on for interventional programs for improving general mental health and alleviating ADHD symptoms among children and adolescents.

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“…Classroom PA breaks can range in length from 30 seconds to 30 minutes depending on their purpose (e.g. attentional reset vs accumulation of PA minutes) but are typically reported in the literature as being between 5 and 20 minutes (Ruhland and Lange, 2021). PA breaks boast many physical, mental and cognitive benefits, including decreased sedentary time, increased PA meeting daily recommendations, increased mood, better behaviour, and improved academic and cognitive performance (Daly-Smith et al, 2018; Ruhland and Lange, 2021).…”

Section: Introductionmentioning

confidence: 99%

Exploring classroom teachers’ efficacy towards implementing physical activity breaks in the classroom

McKown

Centeio

Barcelona

et al. 2022

Health Education Journal

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Objective: The purpose of this study was to determine classroom teachers’ self-efficacy towards, and perceptions of, physical activity in the classroom. Design: The study is a convergent mixed-methods design in which both qualitative and quantitative data were collected simultaneously at one time point. Setting: A convenience sample was recruited through email from two school districts to participate in an online survey and follow-up phone interview. Method: The survey consisted of demographic variables, as well as the validated 18-item Teacher Efficacy Toward Providing Physical Activity in the Classroom Scale (TETPPACS). Quantitatively, descriptive statistics were calculated to explore general relationships; qualitatively, constant comparison and inductive analysis were used to better understand teacher efficacy and perceptions towards providing physical activity in the classroom. Results: Sixteen participants (87% female; Mage = 38.4 years, Mexperience =12.25 years) representing two states and 12 schools completed both measures. Participants represented all grade levels and varied in levels of general efficacy ( M = 3.18, range = 1.78–4.06), student barrier efficacy ( M = 3.30, range = 1.29–4.29), institutional efficacy ( M = 2.92, range = 1.33–4.22) and educational efficacy ( M = 3.60, range = 2.00–5.00). Three themes emerged as part of the qualitative analysis: (1) implementation barriers, (2) the face of teacher preparation and (3) knowledge and intentionality. Conclusion: Results offer further evidence of the disconnect that exists for classroom teachers as well as insights into classroom teachers’ perceptions of and self-efficacy towards physical activity in the classroom.

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Effect of classroom-based physical activity interventions on attention and on-task behavior in schoolchildren: A systematic review

Cited by 20 publications

References 63 publications

Physical Activity in High School Classrooms: A Promising Avenue for Future Research

Physical Activity in High School Classrooms: A Promising Avenue for Future Research

Physical activity and the development of general mental health problems or attention-deficit hyperactivity disorder (ADHD) symptoms in children and adolescents: A cross-lagged panel analysis of long-term follow-up epidemiological data

Exploring classroom teachers’ efficacy towards implementing physical activity breaks in the classroom

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