Effects of interventions for promoting physical activity during recess in elementary schools: a systematic review

Suga, Alessandra Cardozo Machado; Silva, Alexandre Augusto de Paula da; Brey, Josieli Regina; Guerra, Paulo Henrique; Rodriguez-Añez, Ciro Romélio

doi:10.1016/j.jped.2021.02.005

Cited by 12 publications

(15 citation statements)

References 47 publications

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“…This can explain the difference in our results, since age is negatively associated with PA 34 . Additionally, the intervention could increase PA during school time and recess 19,34 , but a compensatory effect could influence all-day PA, affecting the results 35 . Further studies should assess the intervention effects inside and outside the school rather than the total PA effect, as the latter can change due to the compensatory effect.…”

Section: Discussioncontrasting

confidence: 74%

“…Zone one was "quiet" with non-activity games, such as chess; zone two was designated for motor skills improvement and physical fitness; zone three was designed for sports practice, such as football 19 . However, almost all studies reporting positive results with this approach were conducted with young children, mainly in the first years of elementary school (e.g., from 1 st to 5 th grade) and pre-school 19,32,34 . This can explain the difference in our results, since age is negatively associated with PA 34 .…”

Section: Discussionmentioning

confidence: 99%

“…However, almost all studies reporting positive results with this approach were conducted with young children, mainly in the first years of elementary school (e.g., from 1 st to 5 th grade) and pre-school 19,32,34 . This can explain the difference in our results, since age is negatively associated with PA 34 . Additionally, the intervention could increase PA during school time and recess 19,34 , but a compensatory effect could influence all-day PA, affecting the results 35 .…”

Section: Discussionmentioning

confidence: 99%

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Environment modification at school to promote physical activity among adolescents: a cluster randomized controlled trial

Benthroldo

Paravidino

Cunha

et al. 2022

Rev. bras. epidemiol.

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Objective: To assess the effect of modifications of the school environment on physical activity in Brazilian adolescent students. Methods: Seven public schools in Duque de Caxias (Brazil) were randomized into control and intervention groups. The intervention group underwent modifications in the school environment (painting of hopscotch and school courts) and the provision of sports equipment (balls, basketball table, soccer goalpost, volleyball nets, and others) to stimulate physical activity. Additionally, footsteps towards the court and materials were painted, and a superhero character called Super Active was introduced. Total physical activity was measured using a validated questionnaire for adolescents. Generalized linear models were used to evaluate the effect of the intervention, adjusted by sex. Results: The sample consisted of 975 adolescents, with a mean age of 11.52 years (standard deviation — SD 1.43), and 56.7% were boys. After the one-month intervention, both groups’ total physical activity time increased. The estimated changes from baseline were not different between the intervention and control groups (Δ=102.75 and Δ=99.76, respectively; p=0.52). Conclusion: The painting, supply of equipment and other strategies to encourage physical activity in the school environment did not promote a positive effect on improving physical activity among adolescents. Future research is necessary to evaluate the effect of the intervention in the long-term period, particularly in other population contexts in middle-income countries.

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Section: Discussioncontrasting

confidence: 74%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Environment modification at school to promote physical activity among adolescents: a cluster randomized controlled trial

Benthroldo

Paravidino

Cunha

et al. 2022

Rev. bras. epidemiol.

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“…Conversely, several intervention studies with environments built around cycling to school have shown positive results in terms of increasing MVPA [44,45]. Focusing on recess time results have reinforced the importance of this scholarly time in high school to promote MVPA, confirming findings in studies focusing exclusively on younger children (primary and secondary schools) with playground facilities [46,47]. Thus, our results reinforced the need to promote both active recess periods during school and active transportation before and after school.…”

Section: The "Hepa Active" Profile: a Population Model To Seize Mvpa'...supporting

confidence: 81%

Catch me if you can! How French adolescents seize social occasions and opportunities to be active

et al. 2022

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Background Following an ecological framework, the aim of this study was to highlight the way adolescents invested their time in opportunities to engage in moderate to vigorous physical activity (MVPA) according to whether they were profiled as more or less active. This study’s innovation lies in the analysis of MVPA according to social occasions which are understood as opportunities to be active throughout the day (e.g. home, school, transport). Methods PA data measured by accelerometry (ActiGraph GT3X) for seven consecutive days were compiled, with adolescents’ social occasions during the week recorded in a daily digital diary (n = 135). The opportunity ratio of MVPA at each social time is the ratio between time spent in MVPA and the duration of a corresponding social occasion. Following the literature, participants were categorised into three profiles according to their reported amount of MVPA: HEPA active, minimally active and inactive. Non-parametric Wilcoxon signed rank and Kruskal Wallis tests were performed to determine the relative intensity of PA performed at different social occasions, and to investigate whether intensities differed between adolescents with various activity profiles. Results Results showed that engagement in MVPA at different social occasions differed according to participant profiles. Mismatch was noticed between the opportunity ratio and the duration of the most and least favorable social occasions for MVPA. For all three profiles, the social occasion “physical education lesson” revealed an opportunity ratio of MVPA (23.6% vs 17.0% vs 13.8%) significantly higher than the overall opportunity ratio of the week (6.9% vs 2.9% vs 1.2%), but of lower duration. Conversely, “home” (5.3% vs 0.0% vs 0.0%) and “school” (outside of PE time) (2.4% vs 0.0% vs 0.0%) represented the two least opportune social occasions for PA in an adolescent’s week. Conclusions Rethinking engagement with MVPA in the context of temporal opportunities would allow potential ways to intervene within an educational supervised setting to help young people adopt a physically active lifestyle at the end of the key period of adolescence. These results reinforced the importance of context in interventions for PA promotion, opening for “time education” in people.

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“…Similarly, associations with several environmental and school-level factors, including weather, fixed equipment, total outdoor space, and number of outdoor physical activity areas (i.e., sports fields, ball areas, green spaces), have been largely inconclusive (15,19,(21)(22)(23). Intervention studies have supported the importance of environmental factors for increased MVPA, such as increasing playground markings and adding physical structures (e.g., soccer goals and basketball hoops), with the least active children showing the greatest improvement (20,28,29). However, several potential changes to the built environment, such as increasing the number of playground areas or providing sedentary features (i.e., benches), have been understudied and may serve to increase time spent sedentary rather than active.…”

Section: Introductionmentioning

confidence: 99%

Individual- and Environmental-Level Predictors of Recess Activity and Sedentary Behavior: Findings from the I-CAN! Study

et al. 2022

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Introduction/Purpose: Recess represents a prime opportunity for physical activity during the school day. However, evidence is mixed with regard to factors associated with activity during recess. Methods: Data were collected as a part of the Texas Initiative for Children’s Activity and Nutrition (I-CAN!) program from 14 elementary schools and 1049 fourth-grade students. Percent of time in moderate-to-vigorous physical activity (MVPA) and sedentary behavior during recess was measured using GT3X+ accelerometers. Students’ demographics, aerobic fitness, and body mass index were collected from school records and FITNESSGRAM® data. Aspects of the playground environment supporting activity (e.g., soccer goals) or sedentary behavior (e.g., benches) were calculated following the procedures of the System for Observing Play and Leisure Activity in Youth, with recess spatial area calculated via the polygon measurement tool in Google™ Earth Pro software. Recess time was collected from school data. Weather during recess was determined using time-stamped archived weather data from Weather Underground. Two-level, linear mixed model regression examined associations between individual- and school-level characteristics and percent time in MVPA. Results: At the student level, boys were more active than girls (effect size (ES) = 0.50), and percent time in MVPA was directly associated with aerobic fitness (ES = 0.35). At the school level, recess infrastructure was associated with percent time in MVPA (ES = 1.45), except for factors related to sedentary behavior, which were indirectly associated with percent time in MVPA (ES = −1.98). Patterns for sedentary behavior mirrored these effects. Conclusions: This is one of the few studies to test the associations of fitness and sedentary upgrades to play areas with MVPA and sedentary behavior. The results suggest that recess is most likely to support MVPA in boys and those who are already most fit (i.e., those who would not be the target of intervention). This is not surprising because the focus of recess is on free choice of play, and thus recess might be supported more for social and emotional benefits than the effect on physical activity.

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Effects of interventions for promoting physical activity during recess in elementary schools: a systematic review

Cited by 12 publications

References 47 publications

Environment modification at school to promote physical activity among adolescents: a cluster randomized controlled trial

Environment modification at school to promote physical activity among adolescents: a cluster randomized controlled trial

Catch me if you can! How French adolescents seize social occasions and opportunities to be active

Individual- and Environmental-Level Predictors of Recess Activity and Sedentary Behavior: Findings from the I-CAN! Study

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