OBJECTIVES: Physical education (PE) that allows students to engage in moderate-to-vigorous physical activity (MVPA) can play an important role in health promotion. Unfortunately, MVPA levels in PE lessons are often very low. In this review, we aimed to determine the effectiveness of interventions designed to increase the proportion of PE lesson time that students spend in MVPA. METHODS: In March 2012, we searched electronic databases for intervention studies that were conducted in primary or secondary schools and measured the proportion of lesson time students spent in MVPA. We assessed risk of bias, extracted data, and conducted meta-analyses to determine intervention effectiveness. RESULTS: From an initial pool of 12,124 non-duplicate records, 14 studies met the inclusion criteria. Students in intervention conditions spent 24% more lesson time in MVPA compared with students in usual practice conditions (standardized mean difference=0.62). CONCLUSIONS: Given the small number of studies, moderate-to-high risk of bias, and the heterogeneity of results, caution is warranted regarding the strength of available evidence. However, this review indicates that interventions can increase the proportion of time students spend in MVPA during PE lessons. As most children and adolescents participate in PE, these interventions could lead to substantial public health benefits.
OBJECTIVES: Physical education (PE) that allows students to engage in moderate-to-vigorous physical activity (MVPA) can play an important role in health promotion. Unfortunately, MVPA levels in PE lessons are often very low. In this review, we aimed to determine the effectiveness of interventions designed to increase the proportion of PE lesson time that students spend in MVPA. METHODS: In March 2012, we searched electronic databases for intervention studies that were conducted in primary or secondary schools and measured the proportion of lesson time students spent in MVPA. We assessed risk of bias, extracted data, and conducted meta-analyses to determine intervention effectiveness. RESULTS: From an initial pool of 12,124 non-duplicate records, 14 studies met the inclusion criteria. Students in intervention conditions spent 24% more lesson time in MVPA compared with students in usual practice conditions (standardized mean difference=0.62). CONCLUSIONS: Given the small number of studies, moderate-to-high risk of bias, and the heterogeneity of results, caution is warranted regarding the strength of available evidence. However, this review indicates that interventions can increase the proportion of time students spend in MVPA during PE lessons. As most children and adolescents participate in PE, these interventions could lead to substantial public health benefits.
Authors: Monique Gill; Sarah E Roth; Alec M Chan-Golston; Lindsay N Rice; Catherine M Crespi; Deborah Koniak-Griffin; Brian L Cole; Michael L Prelip Journal: J Sch Health Date: 2019-07-02 Impact factor: 2.118
Authors: Sarah E Roth; Monique Gill; Alec M Chan-Golston; Lindsay N Rice; Catherine M Crespi; Deborah Koniak-Griffin; Michael L Prelip Journal: J Phys Act Health Date: 2019-08-01
Authors: Debbe Thompson; Dora Cantu; Betsy Ramirez; Karen W Cullen; Tom Baranowski; Jason Mendoza; Barbara Anderson; Russell Jago; Wendy Rodgers; Yan Liu Journal: Am J Health Behav Date: 2016-07
Authors: Michael Pratt; Lilian G Perez; Shifalika Goenka; Ross C Brownson; Adrian Bauman; Olga Lucia Sarmiento; Pedro C Hallal Journal: Prog Cardiovasc Dis Date: 2014-09-06 Impact factor: 8.194