Virtual field trips as physically active lessons for children: a pilot study

Abstract

BackgroundThe modern classroom is an inherently sedentary environment. Virtual Field Trips (VFTs) using interactive whiteboards to explore virtual scenes are a potential method of converting sedentary class-time into physically active teaching. This pilot aimed to assess the effects of a developed VFT on physical activity and learning in primary-school children.MethodsParticipants (n = 85) were randomly assigned to a) a 30-minute physically active London 2012 Olympics-themed VFT, or b) a 30-minute sedentary version of the same VFT. Activity was measured using GT1M Actigraphs, content recall was assessed with a quiz and user evaluations were gained from teacher and pupil questionnaires.ResultsPupils in the active VFT displayed significantly less sedentary time (p < 0.001), and significantly more light (p < 0.001), moderate (p = 0.01) and vigorous physical activity (p < 0.001) than sedentary VFT pupils. No differences in content recall were found between intervention groups: suggesting that adding physical activity into classroom teaching may not compromise attainment. High acceptability was found in teachers and active VFT students rated their session significantly higher than sedentary pupils (p < 0.002).ConclusionsThis one-day pilot provides early evidence of the ability of VFTs to convert sedentary academic time into active time. Longitudinal research is needed to assess prolonged effects of active VFTs in reducing sedentary time.

Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis

“…The majority of studies ( n = 27) were published in or after 2014 [ 24 , 26 , 32 , 33 , 36 , 39 – 41 , 43 , 46 – 51 , 57 , 65 , 66 ], and none before 2006. Most ( n = 18) were conducted in the USA [ 25 , 36 , 39 , 40 , 42 , 44 , 45 , 51 – 55 , 57 – 60 , 64 , 65 ], seven in the Netherlands [ 32 , 41 , 49 , 50 , 61 , 62 , 66 ], four in Australia [ 27 , 28 , 46 , 47 ], three in Canada [ 24 , 35 , 43 ], two in Scotland [ 37 , 38 ], and one each in South Africa [ 48 ], UK [ 63 ], Greece [ 56 ] Denmark [ 33 ], and Switzerland [ 26 ]. Sample sizes ranged from 14 [ 60 ] to over 4500 participants [ 45 ], with sample sizes <300 in the majority of studies ( n = 28) [ 24 – 28 , 33 , 35 , 39 – 41 , 43 , 44 , 46 – 51 , 53 , 55 – 57 , 59 – 64 ].…”

“…Sample sizes ranged from 14 [ 60 ] to over 4500 participants [ 45 ], with sample sizes <300 in the majority of studies ( n = 28) [ 24 – 28 , 33 , 35 , 39 – 41 , 43 , 44 , 46 – 51 , 53 , 55 – 57 , 59 – 64 ]. Intervention periods spanned from single lessons [ 49 , 55 , 59 , 65 ] to 3 year duration [ 58 ], with most lasting no longer than nine weeks ( n = 23) [ 24 – 28 , 33 , 37 – 41 , 43 – 46 , 48 , 50 , 52 , 55 – 57 , 59 , 63 ]. Study information is presented in Table 2 (active breaks), Table 3 (curriculum focused active breaks) and Table 4 (physically active lessons).…”

“…Lessons ranged in duration from 30 to 60 min [ 27 , 28 , 32 , 33 , 60 – 64 , 66 ] with most (8 out of 13) requiring participation three times per week [ 27 , 28 , 32 , 33 , 61 , 62 , 64 , 66 ]. Other physically active lessons were described as single lessons as part of pilot interventions [ 59 , 63 , 65 ], or stipulated physical activity time per week, rather than number of lessons per week [ 58 ].…”

Physically active lessons in schools and their impact on physical activity, educational, health and cognition outcomes: a systematic review and meta-analysis

“…39 44 Supplementary File 1 46 and two in high school 35 47 ( Supplementary File 1). Intervention length ranged from one-off sessions [48][49][50][51][52] to three years 39 44 53 54 . Of studies providing physically active lessons on multiple occasions, total weekly intervention duration ranged from 10 minutes 55 to 180 minutes a day 56 .…”

Classroom-Based Physical Activity and Sedentary Behavior Interventions in Adolescents: A Systematic Review and Meta-Analysis

“…All interventions were implemented within the classroom and fitted into the school curriculum but none reported incorporating movement into the classroom. Incorporating activity and movement into the learning environment has shown positive effects on PA 44 and can enhance teaching and learning, 45 however most of this evidence derives from primary school settings, indicating the need to expand this research into the secondary school environment.…”