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

Fenesi, Barbara; Graham, Jeffrey D.; Crichton, Madeline C.; Ogrodnik, Michelle; Skinner, Jasmyn

doi:10.3390/ijerph19020688

Cited by 10 publications

(10 citation statements)

References 82 publications

(120 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Furthermore, the majority of the studies included in the aforementioned reviews highlighted the feasibility and the applicability of ABs in the primary school context, whereas secondary school and high school settings were less investigated (Norris et al 2020 ). As suggested by Fenesi et al, integrating physical activity directly into regular school classrooms is a promising area of research that is not yet extended to pre-adolescent and adolescent groups, but fundamental given the insufficient engagement in regular PA among adolescents (Fenesi et al 2022 ).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of feasibility, effectiveness, and sustainability of school-based physical activity “active break” interventions in pre-adolescent and adolescent students: a systematic review

Masini

Ceciliani

Dallolio

et al. 2022

Can J Public Health

View full text Add to dashboard Cite

Objective The present systematic review aimed to investigate the impact of school-based physical activity (PA) interventions of “active breaks” on PA levels, classroom behaviour, cognitive functions, and well-being in pre-adolescents and adolescents attending secondary and high school. Methods In March 2021, we performed a systematic research in CINAHL, Cochrane Library, Embase, MedLine, and PsycINFO databases and through grey literature. Quality assessment was performed in accordance with the Cochrane Tool for Quality Assessment for RCTs and the STROBE tool for observational studies. We included studies that investigated classroom PA interventions led by teachers such as active breaks or physically active lessons on PA levels, classroom behaviour, cognitive function, and quality of life in pre-adolescent and adolescent population attending secondary and high school. Synthesis Three studies met the inclusion criteria. Two studies showed a positive effect of active breaks on students’ classroom behaviour and quality of life. One study registered a positive effect in the increase in school PA levels; unfortunately, this effect was not found in the overall levels of PA or in the reduction of sedentary behaviour. All three studies showed the feasibility and acceptability of active breaks intervention in secondary and high school settings. Conclusion This systematic review suggests the potential benefit of this type of intervention integrated in the secondary and high school curriculum on classroom behaviour, school PA levels, and well-being.

show abstract

Section: Introductionmentioning

confidence: 99%

Evaluation of feasibility, effectiveness, and sustainability of school-based physical activity “active break” interventions in pre-adolescent and adolescent students: a systematic review

Masini

Ceciliani

Dallolio

et al. 2022

Can J Public Health

View full text Add to dashboard Cite

show abstract

“…The results lead us to reflect on the weaknesses of the study. To this effect, it should be considered that although the scientific literature is solid regarding the relationship between the multiple benefits of PA practice on physical and psychological health and the multiple benefits on the neurocognitive and psychoemotional development of students [ 8 ], the existing results on the incidence of active breaks on attention, concentration, and AP should be interpreted with caution due to the variety of interventions in terms of duration, type, and intensity [ 42 ]. Therefore, the results on the incidence of active breaks on attention, concentration and AP variables in the present study should be interpreted with caution.…”

Section: Discussionmentioning

confidence: 99%

“…Considering that the child population spends much of its time in schools performing mostly sedentary tasks focused on the acquisition of knowledge, skills, and abilities [9], the CF-AB strategy facilitates a reduction in sedentary levels in the student population and an improvement in cognitive functions related to learning processes [6,7] along with an improvement in the neurocognitive and psychoemotional development of young people [8]. However, the existing literature on the incidence of CF-AB in AP is uncertain, which may be due, as Nieto Martín [11] suggests, to the fact that AP is multifactorial, composed of personal variables (cognitive variables, study habits, motivation, attention, concentration, self-concept, emotions) and social variables (social environment, socioeconomic context, and socio-democratic dimensions).…”

Section: Discussionmentioning

confidence: 99%

“…In this regard, there is evidence suggesting that PA can improve cognitive functions and promote better well-being in individuals, as well as benefit the academic performance (AP) of school children [ 6 , 7 ]. Along the same line, Fenesi et al [ 8 ] indicate the benefits of PA practice on the neurocognitive and psychoemotional development of students. The authors report that PA has direct and immediate effects on the brain (increased blood flow, increased neurotransmitters that improve cognitive functioning).…”

Section: Introductionmentioning

confidence: 90%

“…The present study proposes an intervention based on the introduction of PA in the classroom as a teaching-learning method such as CF-ABs. The scientific literature invites us to think of CF-ABs as a valid strategy to promote cognitive [6][7][8] and physical activation in a society tending to sedentary habits. By implementing CF-ABs, sedentary teaching routines are changed, allowing moderate-vigorous intensity PA to be performed while working on academic content.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Effect of an Active Break Intervention on Attention, Concentration, Academic Performance, and Self-Concept in Compulsory Secondary Education

Maiztegi-Kortabarria,

Arribas-Galarraga,

Luis-de Cos

et al. 2024

EJIHPE

View full text Add to dashboard Cite

(1) Background: Society’s shift to a tech-focused era and has created a hyper-connected, sedentary lifestyle. The purpose of this study is to address two objectives: firstly, to describe and analyze the effects of an active breaks program associated with the learning of curricular content (CF-AB) on levels of attention, concentration, and academic performance (AP); secondly, to examine the relationship between intense physical activity (PA), attention, concentration, academic self-concept, basic psychological needs, and academic performance in schoolchildren who practice CF-ABs. (2) Method: A randomized controlled trial quasi-experimental pre-test/post-test study with a non-probabilistic sample included 313 secondary school students divided into intervention and control groups. The intervention, a curricular-focused academic break (CF-AB) (8 weeks, 5–10 min/session), is taken in the middle of the class and linked with the subject content. Measuring instruments: Attention Test D2, ad hoc test for the AP, self-concept AF5, Basic Psychological Needs Satisfaction Scale in General (BNSG-S), and the Global PA Questionnaire (GPAC.V2). (3) Results: Attention and concentration improved in both groups, with no significant differences. There were no significant differences in academic self-concept, but the intervention group showed higher scores in basic psychological needs. AP correlated positively with concentration, academic self-concept, and physical activity. A proportion of 20% of the variance of AP in spelling is explained by the regression model. Students who improved the most in AP practiced intense PA outside school, with good self-concept and satisfactory social relationships. Although concentration was related to AP, it did not explain the improvement. (4) Conclusion: CF-ABs may have a positive impact on attention and AP, with socioemotional factors and PA playing an important role in this effect. (5) Limitations and Future Research: The relationship between PA performed in class and AP should be considered with caution due to the multifactorial nature of AP. Future research should consider the number of sessions per week, the prolongation of the same during the school year, the intensity and duration of the activity, and the intervention type of active breaks. In addition, attention should be paid to possible incident factors in AP related to personal and social variables.

show abstract

Bridging the relationship between physical exercise and mental health in adolescents based on network analysis

Yang,

Si,

Zhang

et al. 2024

PsyCh Journal

View full text Add to dashboard Cite

Although physical exercise has been recommended as a useful means of enhancing the mental health of adolescents, the exact mechanisms through which physical exercise plays a role are unclear. Both physical exercise and mental health are complex concepts with multiple facets, and traditional methods may constrain the manifestations of their mapping relationships. This research aimed to find the bridging connections between physical exercise and mental health. Mental health and physical exercise behaviors were assessed using the Symptom Checklist 90 (SCL‐90) and the Adolescent Physical Activity Questionnaire (PAQ‐A) in 9072 Chinese adolescents, respectively. Network analysis was utilized to construct the mental health‐physical exercise network and to analyze the relationships between individual physical exercise behaviors and mental health symptoms. Core and bridging nodes were identified based on expected influence (EI) and bridge expected influence (BEI). Gender differences were also examined. The results revealed specific and distinct pathways between physical exercise and mental health (e.g., winter sports–obsessive‐compulsive symptoms, winter sports–phobia). For both males and females, anxiety, depression, interpersonal sensitivity, ball sports, and evening activity were the most central symptoms/behaviors, reflecting their relative significance in their respective associations. The nodes with the highest BEI were obsessive‐compulsive symptoms and physical education, showing negative associations with nodes in the other community. Furthermore, in the male group, somatization and winter sports stood out as the most positive bridge nodes. Conversely, in the female group, interpersonal sensitivity and sports games were the most positive bridge nodes. These findings illuminate the pathways linking physical exercise and mental health, supporting the implementation of physical exercise in a more elaborate way.

show abstract

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

Cited by 10 publications

References 82 publications

Evaluation of feasibility, effectiveness, and sustainability of school-based physical activity “active break” interventions in pre-adolescent and adolescent students: a systematic review

Evaluation of feasibility, effectiveness, and sustainability of school-based physical activity “active break” interventions in pre-adolescent and adolescent students: a systematic review

Effect of an Active Break Intervention on Attention, Concentration, Academic Performance, and Self-Concept in Compulsory Secondary Education

Bridging the relationship between physical exercise and mental health in adolescents based on network analysis

Contact Info

Product

Resources

About