Incorporating physical activity‐based interventions in school psychology research and practice: A systematic review

Abstract

Physical activity provides a myriad of well‐documented social‐emotional, behavioral, and academic benefits for youth. While research suggests that physical activity should be integrated within the school day to support the well‐being of students, an understanding of related empirical work within school psychology research and practice is unclear. School psychologists are well positioned to systematically incorporate physical activity within their intervention practices, particularly given their role and expertise in implementing and evaluating interventions. Authors engaged in a systematic review of 20 years (1998–2018) of physical activity intervention research within 10 peer‐reviewed school psychology journals and six school psychology‐related journals. Authors analyzed 22 studies to glean a comprehensive understanding of the literature base and highlight the ways in which physical activity can be incorporated to support school and student outcomes. Suggestions for research and practice in school psychology are discussed in light of the examined literature.

The use of video‐based instruction to promote independent performance of physical activity skills in students with developmental disabilities in a school and community setting

“…The necessity for school psychologists to promote PA interventions in school settings is clearly needed (Greenspan, Fefer, Whitcomb, & Kemp, 2019). Furthermore, it is critical for school personnel to consider the unique learning needs of students including those with severe DD and how these may be addressed via VBI.…”

Determining Factors in the Use of Urban Parks That Influence the Practice of Physical Activity in Children: A Systematic Review

“…Nonetheless, inactivity not only causes problems at a physical and physiological level, but it also plays a fundamental role with regards to other areas, such as social and psychological areas. In the case of the psychological area, there is a greater probability of suffering from poor social and psychological health, bringing into play self-esteem issues, poor self-concept and other more serious problems such as depression and social discrimination [ 9 , 10 ].…”

Physical activity interventions to increase children's social and emotional learning: A systematic review and meta‐analysis based on the comprehensive school physical activity programme framework

“…In addition, the PABAS component describes a wide variety of PA opportunities, which have demonstrated the potential to allow students not only quality minutes of PA outside of PE, but also the improvement of children's SEL (Barcelona et al, 2020). Along with this, Greenspan et al (2019) reviewed that students who engaged in extra moderate-to-vigorous PA opportunities obtained positive outcomes (e.g., increased self-management and cooperation).…”