School-based Physical Activity Interventions in Children and Adolescents: A Systematic Review

Abstract

Background: The aim of this systematic review was to examinemotivational interventions based on physical activity as precursor of psychosocial benefits inside of the scholar context. Method: studies were identified in seven databases (Web of Science, Sport Discuss, Scopus, Eric, Pubmed, Psycinfo and Google Scholar). The search process was from June 2011 to September 2019. A total of 41 articles met the inclusion criteria. Results: 23 studies showed psychological effects after intervention and also 10 studies showed psychosocial effect after the intervention. The rest of the studies, although they presented changes, did not become significant.Conclusions: this systematic review showed the importance of motivational processes for the performance of physical activity and sport as a precursor of psychosocial changesand highlights the importance of strategies and the temporal nature of studies to maintain significant changes over time.Likewise, the study shows the future trend of motivational interventions, highlighting the female gender as participants of special interest, and changing the methodology through web-based interventions and active breaks or mental breaks during traditional subject classes.

Participating in Physical Classes Using Eduball Stimulates Acquisition of Mathematical Knowledge and Skills by Primary School Students

“…It is well-established that physical activity (PA) during education time can be beneficial for children's academic performance (Beck et al, 2016;Donnelly et al, 2016;Watson et al, 2017;Mullender-Wijnsma et al, 2019;Norris et al, 2019;Vaquero-Solis et al, 2020). Moreover, it was recognized that schools should find more opportunities for increased PA within the elementary school day for many health benefits (Mendo-Lazaro et al, 2017;Bartholomew et al, 2018).…”

Promoting Healthy Lifestyle through Basic Psychological Needs in Inactive Adolescents: A Protocol Study from Self-Determination Approach

“…There are many previous [17,26,46,47,60] studies that have shown the positive effect of PA and the promotion of health-related habits in adolescents. However, as mentioned above, none of them took into account the individuals' heterogeneity [25].…”

“…Furthermore, given that a random sampling of the schools is carried out, the sample schools will choose from socio-demographically diverse areas. Moreover, the systematic review conducted by Vaquero-Solís et al [25] identified that more intervention studies based on SDT are necessary in order to assess the effects on variables over time (more than 3 months).…”

“…SDT helps to explain the intention to develop and maintain these health-related behaviours, and therefore, it has been considered as a theory that can predict changes related to healthy habits [24]. In this sense, the systematic reviews conducted by Vaquero-Solís et al [25] and Teixeira et al [26] have shown a good evidence for the value of SDT in understanding and promoting PA. Both reviews showed a greater effectiveness of the interventions that were developed under the SDT perspective, taking into account the individuals´motivation.…”

“…Regarding interventions based on SDT, some prospects have been pointed out to take into account for the future [33]-for example, the excess heterogeneity of the sample (i.e., age, gender, weight or body composition and fitness status), targeting population subgroups (such as girls [14] or low socioeconomic groups) [13], with low levels of PA or the short duration of interventions (<3 months) [25,26]. Moreover, the decrease in PA occurs out of school [15]; however, many interventions have been target specific school-based time-for example, school time [34,35] or Physical Education lessons [36] or both in and out of school [20] whereas Multidisciplinary Program encourages participants to do more activity out of school based on SDT.…”