Effect of Integrated Physical Activities with Mathematics on Objectively Assessed Physical Activity

The Overflow Effects of Movement Behaviour Change Interventions for Children and Adolescents: A Systematic Review and Meta-Analysis of Randomised Controlled Trials

BACKGROUND

Considering the finite time within a 24-h day, the distribution of time spent on movement behaviours has been found to be associated with health outcomes.

OBJECTIVES

This systematic review and meta-analysis aimed to summarise and evaluate the overflow effects of interventions targeting a single behaviour (physical activity, sedentary behaviour/screen time, or sleep) on other non-targeted behaviours among children and adolescents.

METHODS

Six databases (MEDLINE [Ovid], PsycINFO [ProQuest], EMBASE [Ovid], PubMed, Web of Science and SPORTDiscus [EBSCO]) were searched for relevant studies published before 13 May, 2024. Randomised controlled trials and clustered randomised controlled trials that targeted a single behaviour and also assessed the effects on non-targeted behaviours, comprised of healthy children under the age of 18 years, were included. Movement behaviours can be measured either objectively or subjectively. The revised Cochrane risk-of-bias tool for randomised trials was adopted to evaluate the risk of bias.

RESULTS

A total of 102 studies with 45,998 participants from 21 countries were identified, and 60 of them with 26,183 participants were incorporated into the meta-analysis. The meta-analysis demonstrated that physical activity interventions led to a reduction in the proportion of each day spent in sedentary behaviour (mean difference =  - 0.95% of wear time, 95% confidence interval - 1.44, - 0.45, I2 = 39%). Sedentary behaviour interventions resulted in increased standing time (mean difference = 3.87%, 95% confidence interval 1.99, 5.75, I2 = 0%). Interventions targeting screen time did not yield changes in physical activity or sleep. The findings on the effectiveness of sleep interventions on non-targeted behaviours and of physical activity interventions on sleep were inconclusive.

CONCLUSIONS

Overall, the findings suggested that interventions aimed at increasing physical activity or reducing sedentary behaviour had overflow effects on non-targeted behaviours, but the effect sizes were small. Additional evidence is needed to reach definitive conclusions regarding the impact of behaviour change interventions on sleep and of the overflow effects of sleep interventions.

Does Learning Through Movement Improve Academic Performance in Primary Schoolchildren? A Systematic Review

Physically active children have greater motor competence and a faster maturation compared with their sedentary peers. Recent research also suggests that physical activity during childhood may also promote cognitive development and therefore improve academic performance. The aim of this study was to understand if physically active academic lessons may improve academic achievement in primary schoolchildren. A systematic review following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines was conducted. The search was performed on the following database: PubMed, Web of Science, Scopus, Education Resources Information Center (ERIC), and PsycINFO (APA). Studies evaluating schoolchildren aged between 3 and 11 years taking part in educational contexts that include physical activity and natural environments evaluating physical fitness and/or educational outcomes were included. A total of 54 studies (for a total sample of 29,460 schoolchildren) were considered eligible and included in the qualitative synthesis. The Effective Public Health Practice Project risk-of-bias assessment revealed a moderate quality of the included studies with only two considered weeks. Despite differences in the retrieved protocols, physically active academic lessons improve the total time engaged in physical activity, motor skills, and/or academic performance. The results of this review suggest that learning through movement is an effective, low-cost, and enjoyable strategy for elementary schoolchildren.

Classroom-based physical activity and math performance: Integrated physical activity or not?

AIM

This 8-week intervention examined the effect of two different types of classroom-based physical activity on math performance in elementary school children.

METHODS

Students in 4th and 5th grade (N = 560; 32 classes, 9-11 years old) from six schools were assigned to integrated physical activity (Move for Thought [M4T], n = 221), activity break (AB; n = 134) and a control group (n = 205; usual instruction) for eight weeks. Students completed a standardised math test before and after the intervention. Programme fidelity was measured with a teacher daily log, recording the duration and frequency of the physical activity sessions. Linear mixed models were used for the analyses. Grade and gender were explored as moderators.

RESULTS

Move for Thought group outperformed AB (p < 0.001, d = 0.44) and control groups (p = 0.013, d = 0.38). However, subgroup analyses showed that these effects were evident only in Grade 4. No gender differences were found. Intervention fidelity showed that the classroom-based physical activities (M4T and AB) were used about every other day, with higher implementation among 4th graders.

CONCLUSION

This study indicated that integrating physical activity with mathematics has stronger effects on mathematics than activity breaks and traditional instruction.

Active School Breaks and Students' Attention: A Systematic Review with Meta-Analysis

School physical activity breaks are currently being proposed as a way to improve students’ learning. However, there is no clear evidence of the effects of active school breaks on academic-related cognitive outcomes. The present systematic review with meta-analysis scrutinized and synthesized the literature related to the effects of active breaks on students’ attention. On January 12th, 2021, PubMed, PsycINFO, Scopus, SPORTDiscus, and Web of Science were searched for published interventions with counterbalanced cross-over or parallel-groups designs with a control group, including school-based active breaks, objective attentional outcomes, and healthy students of any age. Studies’ results were qualitatively synthesized, and meta-analyses were performed if at least three study groups provided pre-post data for the same measure. Results showed some positive acute and chronic effects of active breaks on attentional outcomes (i.e., accuracy, concentration, inhibition, and sustained attention), especially on selective attention. However, most of the results were not significant. The small number of included studies and their heterogeneous design are the primary limitations of the present study. Although the results do not clearly point out the positive effects of active breaks, they do not compromise students’ attention. The key roles of intensity and the leader of the active break are discussed. INPLASY registration number: 202110054.

Improvements in Physical Activity Levels after the Implementation of an Active-Break-Model-Based Program in a Primary School

The aim of this study was to analyze changes in the physical activity levels in students after implementing an active break (AB)-model-based program during the school day. Forty-four fifth-grade primary school children (24 boys, 20 girls, with a mean age = 10.44 ± 0.45) participated in a 17 week program. After intervention, there was an increase in moderate and vigorous total activity during physical education lessons, non-physical education lessons, and recesses. Intervention programs to encourage physical activity and decrease sedentary time are recommended.