Effects of In-Classroom Physical Activity Breaks on Children’s Academic Performance, Cognition, Health Behaviours and Health Outcomes: A Systematic Review and Meta-Analysis of Randomised Controlled Trials

Abstract

In-Classroom physical activity breaks (IcPAB) are a promising way to promote children’s health behaviors, while contributing to the development of their academic and cognitive ability and health outcomes. Yet the effect of the activity breaks, which are exclusive to classroom settings, are still mixed and unclear. Hence, this review was conducted to identify the characteristics and the effects of IcPAB among primary school children. The review protocol was registered on PROSPERO (CRD42021234192). Following the Cochrane guidelines, PubMed, PsycINFO (ProQuest), MEDLINE (EBSCOhost), Embase/Ovid, SportDISCUS (EBSCOhost), Web of Science, Scopus and Academic Search Premier (EBSCOhost) databases were searched to collect data on randomised control trials without a time restriction. The final database search was conducted on the 8 November 2021. Random effects models were used to calculate the effect sizes. The systematic review identified ten eligible studies, nine of which were also included in the meta-analysis. Few studies used the theoretical frameworks and process evaluations. IcPAB showed mixed effectiveness on academic outcomes: i.e., IcPAB had effects on spelling performance (p < 0.05) and foreign language learning (p < 0.01) but not on mathematics and reading performance. Health behaviors such as moderate-to-vigorous physical activity levels were improved (p < 0.01), but IcPAB did not have an impact on cognition outcomes and health outcomes. Given these mixed results, further research is needed underpinned by strong methodological quality, theoretical underpinnings and reliable process evaluation methods.

Effects of Mindfulness-Based Interventions on Promoting Athletic Performance and Related Factors among Athletes: A Systematic Review and Meta-Analysis of Randomized Controlled Trial

“…The heterogeneity was assessed using the I 2 , with I 2 values of 25%, 50%, and 75% indicating low, medium, and high heterogeneity, respectively [24]. The publication bias was evaluated using funnel plots and Egger's regression tests [25,26]. The subgroup analyses were implemented on study quality and demographics in case the number of included samples is no less than 10 [22,27,28].…”

In-classroom physical activity breaks program among school children in Sri Lanka: study protocol for a randomized controlled trial

“…(1) Not enough studies focused on introducing integrated PA into academic content through classroom-based interventions ( 37–40 ). (2) Most of those studies are introduced for populations from high-income Western countries ( 37 , 39 , 41 ) such as the USA, Australia, the Netherlands and Switzerland. The intervention effects based on gender are understudied.…”

“…The intervention effects based on gender are understudied. (3) Different durations were used in previous IcPAB initiatives, ranging from 10 min to 4,800 min ( 37 ), even though teachers prefer activity breaks that will take no more than 5 minutes ( 37 ), and the effectiveness of five-minute IcPAB interventions are understudied ( 37 ). (4) Previous studies demonstrated average methodological quality, with concerns around the randomization procedure, handling of missing data, outcome and process evaluation ( 37 ).…”

School Gardening, Cooking and Sports Participation Intervention to Improve Fruits and Vegetables Intake and Moderate-to-Vigorous Physical Activity among Chinese Children: Study Protocol for a Cluster Randomized Controlled Trial

“…Although many studies have shown that dietary and PA interventions can improve FV intake and MVPA in children [ 13 , 14 ], and in particular that multifaceted interventions using both diet and sports participation (SP) are more effective than diet or SP interventions alone in improving children’s health [ 15 , 16 , 17 ], there is still a lack of sustainable and structured intervention programs. Most of the current diet and SP program for children in China have been designed with the specific goal of improving obesity, neglecting the development of lifestyle-related interventions such as improving children’s eating and PA behavior [ 18 , 19 , 20 ].…”