The effects of school-based physical activity interventions on students' health-related fitness knowledge: A systematic review

Demetriou, Yolanda; Sudeck, Gorden; Thiel, Ansgar; Höner, Oliver

doi:10.1016/j.edurev.2015.07.002

Cited by 47 publications

(55 citation statements)

References 64 publications

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“…However, findings in previous studies are not in agreement about the relationship between HRFK and PA, with some finding a positive relationship [105], and others finding no significant relationship [104]. It, therefore, seems unclear what the practical implications of increasing HRFK are [106].…”

Section: Health-related Fitness Knowledgementioning

confidence: 92%

The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education

Østerlie

Mehus

2020

Education Sciences

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The purpose of the present study was to examine if and how the introduction of a flipped learning (FL) framework in Norwegian lower and upper secondary school physical education (PE) could affect student situational motivation and health-related fitness knowledge (HRFK). 206 Norwegian students (48% girls) from secondary and upper secondary schools were included in a three-week-long intervention. 85 students were assigned to an intervention group and 121 students to a control group, with the intervention aimed at integrating information communication technology (ICT) through the use of online videos. The results showed a negative motivational change for male students unless the activity changes were placed within an explanatory rationale through FL. The application of FL caused more cognitive knowledge learning, resulting in higher levels of HRFK among both girls and boys. The current research provided valuable insights into Norwegian students' motivation for PE and that cognitive knowledge learning can be affected when integrating the use of ICT in PE.

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Section: Health-related Fitness Knowledgementioning

confidence: 92%

The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education

Østerlie

Mehus

2020

Education Sciences

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“…An intervention to evaluate the effectiveness of health education intervention among students showed significant improvement in CVD knowledge among participants in the intervention group than in the control group (22). A systematic review on school-based interventions led to an increase in knowledge among the intervention schools (23). A school-based cluster randomized controlled trial study on physical activity showed that motivation among students was positively associated to physical activity (24).…”

Section: Discussionmentioning

confidence: 99%

Effects of a health educational intervention on cardiovascular disease knowledge, motivation and behavioral skills: A cluster randomized controlled trial

Amoah

Md.

Rampal

et al. 2019

Preprint

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Background Cardiovascular diseases (CVD) are the number one public health challenge of the 21st century. Globally, the disease causes more deaths than any other cause. Unfortunately, many people are not aware of CVDs and its risk factors and because of this the disease burden keeps on rising. Objective of this study was to develop, implement and evaluate the effects of a health education program to improve CVD knowledge, motivation, and behavioral skills among secondary school students in Ghana. Methods A parallel single-blind cluster randomized controlled trial was carried out for a period of six-months with baseline and post intervention evaluations. Participants (n=848) were secondary school students of ages of 14-19 years from four schools (clusters) in Brong Ahafo, Ghana. Students in the intervention group received health education intervention whereas those of the control group received no intervention. The intervention included information on cardiovascular diseases and its risk factors, motivation, and behavioral skills modules. At six months, a follow-up data using same questionnaire were collected after the intervention was completed. The generalized linear mixed model (GLMM) was used to assess the overall effects of the intervention. Results Of the 848 students, 836 completed the follow-up assessment immediately after six-month. The GLMM showed the intervention was significant in improving 6.85(p<0.001), 0.90(p<0.001), 0.94(p<0.001) higher total CVD knowledge, motivation, and behavioral skills scores respectively for the intervention group when compared to the control group. Conclusions The intervention was effective in increasing CVD knowledge, motivation, and behavioral skills of students in the intervention arm of the study. It is recommended that the health education module be implemented into secondary schools education curricula in Ghana to improve CVD knowledge, motivation, and behavioral skills. Equipping students with the IMB will reduce CVD risk factors and prevent the onset of CVDs in future.

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“…Before beginning the search, an iterative process of searches for tests was undertaken to determine which search terms would find the widest range of relevant studies. This used term was already used in other reviews related to schools or inclusive education (Alkhateeb et al, 2016;Begeny and Martens, 2007;Demetriou et al, 2015).…”

Section: Methodology Search Proceduresmentioning

confidence: 99%

A systematic review of research into rare diseases in the educational sphere

Darretxe¹,

Gaintza²,

Monzon-Gonzalez³

2017

Educ. Res. Rev.

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Rare diseases (RDs) represent a wide, varied group of illnesses characterised by their low prevalence among the population. Moreover, they can appear at any time of life, including in infancy. For this reason, the aim of this article was to review and analyse research in the field of education to find out what kind of educational response is offered by schools to pupils with RDs. The following databases were used to find the pertinent bibliography: Web of Science, Scopus, Education Database (Proquest) and Eric. After retrieving the publications included in this study, each paper was reviewed and analysed on the basis of what journal they were published in and their abstracts. Out of the 53 studies included, only six bore any relation to the school context. The results showed that while there are scientific papers on RDs, most of them are restricted to the medical sphere. It was therefore concluded that further research is needed in the field of education to advance in the schooling of pupils with RDs.

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The effects of school-based physical activity interventions on students' health-related fitness knowledge: A systematic review

Cited by 47 publications

References 64 publications

The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education

The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education

Effects of a health educational intervention on cardiovascular disease knowledge, motivation and behavioral skills: A cluster randomized controlled trial

A systematic review of research into rare diseases in the educational sphere

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