Methodological Considerations for Movement Education Interventions in Natural Environments for Primary School Children: A Scoping Review

Petrigna, Luca; Thomas, Ewan; Scardina, Antonino; Rizzo, Federica; Brusa, Jessica; Camarazza, Giovanni; Galassi, Claudia; Palma, Antonio; Bellafiore, Marianna

doi:10.3390/ijerph19031505

Cited by 4 publications

(4 citation statements)

References 44 publications

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“…In this way, it is possible to obtain important benefits in cardiorespiratory and musculoskeletal fitness, dyslipidemia, glucose and insulin resistance, cognitive outcomes (such as academic performance and executive function), and mental health [ 21 , 23 ]. Sedentary behaviors adopted during the day increase the risk of obesity [ 24 ], therefore programs are required to reduce these unhealthy behaviors involving schools and families [ 25 , 26 , 27 ]. The interventions to reduce a sedentary lifestyle are different and various [ 28 , 29 , 30 ], but the trend is not changing.…”

Section: Introductionmentioning

confidence: 99%

Walking and Playing with the Dog to Improve the Physical Activity Level of Adolescents: A Scoping Review

Pajaujiene,

Petrigna

2024

Healthcare

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Background: In recent years, new technologies such as the introduction of the smartphone and the tablet in everyday life and habits have often made adolescents sedentary. It is becoming a serious problem in society. It is important to propose, as soon as possible, proper and feasible programs to modify this trend. A solution should be to increase physical activity, reducing sedentary behaviors. Adopting dogs and walking and playing with them could be a solution, and the population should be sensitized about this aspect. Consequently, the objective of this scoping revision of the literature is to analyze the association between physical activity in adolescents and the presence of a dog in the family. Methods: Three electronic databases were screened until 21 February 2024. The detected articles were screened against the eligibility criteria. The results were narratively discussed. Results: After the screening process, a total of four studies were included. The studies presented heterogeneity in the physical activity assessment. This made it hard to synthesize the results. Indicatively, there is a positive association between physical activity and dog ownership. Conclusions: walking and playing with the dog increase the physical activity level of adolescents. Therefore, a sensibilization campaign should highlight the importance of having dogs in families, especially in adolescence. It is fundamental to daily walk and play with them.

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Section: Introductionmentioning

confidence: 99%

Walking and Playing with the Dog to Improve the Physical Activity Level of Adolescents: A Scoping Review

Pajaujiene,

Petrigna

2024

Healthcare

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“…Outdoor learning (OL), within a natural setting, improves the physical activity levels as well as the cognitive and social spheres of children [1]. Some studies proposed outdoor structured nature-based learning programs [2,3], such as the Udeskole (education experience based outdoor) [4], the Forest School (education located in a forest) [5], or outdoor environments, adapted to teach math, language, history, or religion [6].…”

Section: Introductionmentioning

confidence: 99%

Are Physically Active Breaks in School-Aged Children Performed Outdoors? A Systematic Review

et al. 2022

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(1) Background: Children spend an ever-increasing amount of time performing sedentary behaviors, and an important part of their daily life is at school. Learning in an outdoor environment improves children’s physical activity levels, and their cognitive and social spheres. Furthermore, physically active breaks are a solution to reduce sedentary behaviors and improve well-being and academic performance. The study evaluated the published literature on physically active breaks during school hours and explored (a) if the interventions were proposed in an outdoor context and (b) the outcomes of these interventions. (2) Methods: This review collected 31,559 articles from different electronic databases. After the screening, the results were analyzed narratively. (3) Results: 41 studies have been included in the analysis. As reported by the results, most of the interventions took place in the classroom, and only three studies were performed outside. A common aspect of all studies is the feasibility of active breaks, assessing positive outcomes. (4) Conclusions: Physically active outdoor breaks are poorly adopted, highlighting the necessity for deeper study on this topic. Although the protocols considered present differences, generally breaks increase physical activity levels, present positive learning outcomes, and improve social well-being. Furthermore, they are sustainable in terms of time, cost, and effort of the teacher.

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“…Therefore, the presence of a physical education teacher could be useful in kindergartens for the implementation of PEP aimed at developing FMS in early childhood [ 24 ]. Indeed, children spend a good part of their day at school, so the latter could certainly serve as a place to promote PA [ 25 ]. The childcare setting provides an environment in which interventions to increase PA can be provided.…”

Section: Introductionmentioning

confidence: 99%

“…The childcare setting provides an environment in which interventions to increase PA can be provided. However, few interventions have involved preschool settings [ 25 ].…”

Section: Introductionmentioning

confidence: 99%

How Does the Amount of a Physical Education Intervention Affect Gross Motor Coordination in Early Childhood?

Navarra¹,

Scardina²,

Thomas³

et al. 2022

JFMK

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Little is known about the dose–response of physical education interventions on motor coordination in preschoolers. Our aim was to investigate whether the development of motor skills changed depending on different amounts of a physical education program (PEP) in children aged 3–5 years. One hundred forty-five children were recruited from kindergartens and randomly divided into a control group (CG, n = 28), which did not perform any PEP, and two intervention groups, which performed 4 h/week (I1, n = 78) and 10 h/week (I2, n = 39) of a PEP for 16 weeks. Each lesson was set in the form of a programmed game in order to produce fun, thus increasing enthusiasm for participation. Before and after the intervention, locomotor and object control skills and the gross motor development quotient were assessed with the Italian version of the gross motor development test. Both intervention groups showed a significant increase in the motor skills compared with the control group. Moreover, the level of performance was significantly higher after 10 h/week compared to 4 h/week. These findings can be useful for standardizing PEPs in preschool settings so that they can be applied by teachers for planning effective programs for developing motor skills in early childhood.

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Methodological Considerations for Movement Education Interventions in Natural Environments for Primary School Children: A Scoping Review

Cited by 4 publications

References 44 publications

Walking and Playing with the Dog to Improve the Physical Activity Level of Adolescents: A Scoping Review

Walking and Playing with the Dog to Improve the Physical Activity Level of Adolescents: A Scoping Review

Are Physically Active Breaks in School-Aged Children Performed Outdoors? A Systematic Review

How Does the Amount of a Physical Education Intervention Affect Gross Motor Coordination in Early Childhood?

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