Impact of Active Methodologies Involving Physical Activity on Primary School Students: A Systematic Review (2018–2024)
Abstract
1. Introduction
2. Materials and Methods
2.1. Inclusion Criteria
- (a)
- Time range: Articles published between 2018 and April 2024 were included. This time frame was chosen not only to ensure the inclusion of recent and pertinent studies, but also because bibliometric analyses across databases such as Scopus and Web of Science have shown an exponential increase in research related to physical activity and active learning during this period. For instance, Scopus data reveal that annual publications mentioning ‘physical activity’ surged from approximately 5876 per year in 2001–2017 to around 15,812 per year in 2017–2022—a near three-fold increase—while Web of Science exhibited very similar relative growth.
- (b)
- Availability of the full text of the reviewed studies.
- (c)
- Languages: The articles had to be written in English, Spanish, or Portuguese to cover a broad base of scientific literature in these languages academic field.
- (d)
- Definition of active methodologies related to physical activity: Studies implementing active methodologies specifically linked to physical activity were included. This includes pedagogical interventions that integrate physical movement as part of the teaching- learning process, such as active breaks, learning based on dynamic games, gamification with physical components, or motor activities designed to reinforce academic concepts. While active methodologies cover a wide spectrum of approaches, this study limited the review to those that explicitly incorporate physical activity as a fundamental component.
- (e)
- Target population: Only studies on primary school students were included, in order to specifically analyze the impact of these methodologies at this educational stage.
2.2. Search Strategy
2.3. Study Selection and Processing of Data
2.4. Quality Assessment
2.5. Data Collection
3. Results
3.1. Quality of the Studies
3.2. Study Results
3.2.1. Block 1: Cooperative Methodologies, Gamification and PBL
3.2.2. Block 2: Active Breaks and Didactic Games
3.2.3. Block 3: Hybrid Models and Innovative Techniques (Flipped Learning, Teaching Personal and Social Responsibility)
3.2.4. Block 4: Long-Term and Longitudinal Intervention Models
4. Discussion
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Data Availability Statement
Conflicts of Interest
References
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Aspect | Summary |
---|---|
Tool | Standard Quality Assessment Criteria for Evaluating Primary Research Papers from a Variety of Fields [26] |
Items assessed | 14 items covering research design, sample, methodology, data analysis, and reporting of results/conclusions |
Scoring | 2 = satisfactory, 1 = partially satisfactory, 0 = not satisfactory, NA = not applicable |
Final score | (2 × satisfactory + partially satisfactory) ÷ (28 − 2 × NA), expressed as a percentage (0–100%) |
Procedure | Two researchers assessed independently to ensure objectivity |
Studies | Observer 1 | Observer 2 |
---|---|---|
Cañabate et al. (2023) [29] | 1 | 0.95 |
González-Fernández et al. (2023) [30] | 0.95 | 0.90 |
Jiménez-Parra et al. (2023) [12] | 1 | 1 |
Menéndez Santurio (2023) [31] | 0.86 | 0.95 |
Yáñez-Sepúlveda et al. (2023) [32] | 1 | 1 |
Jiménez-Parra, Manzano-Sánchez, Camerino et al. (2022) [33] | 1 | 0.95 |
Jiménez-Parra, Manzano-Sánchez, Camerino, Castañer et al. (2022) [34] | 0.79 | 0.71 |
Jiménez-Parra et al. (2023) [35] | 0.90 | 0.87 |
Méndez-Giménez et al. (2022) [36] | 0.95 | 0.90 |
Botella et al. (2021) [37] | 1 | 1 |
Muñoz-Parreño et al. (2021) [38] | 0.79 | 0.71 |
Cañabate et al. (2020) [39] | 1 | 0.95 |
Muñoz-Parreño et al. (2020) [40] | 0.79 | 0.79 |
Calella et al. (2019) [41] | 0.95 | 1 |
Dobrescu (2019) [42] | 0.87 | 1 |
Manzano & Valero-Valenzuela (2019) [43] | 1 | 0.95 |
Watson et al. (2019) [44] | 0.86 | 1 |
Escartí et al. (2018) [45] | 0.87 | 0.79 |
Méndez-Giménez and Pallasá-Manreca (2018) [46] | 0.79 | 0.86 |
Klizienė, Kimantienė et al. (2018) [47] | 0.86 | 0.79 |
Klizienė, Cibulskas et al. (2018) [48] | 0.90 | 1 |
Popa and Popa (2018) [49] | 0.79 | 0.79 |
Author(s) | Country | Subjects | Age (Mean Age ± Standard Deviation) | Methodology | Type of Study | Duration | Protocol | |
---|---|---|---|---|---|---|---|---|
CG | EG | |||||||
[29] | Spain | 92 (55 girls and 37 boys Experimental group = 45 Control group = 47) | 9.5 years | Quantitative | Descriptive correlational cross-sectional | 8 sessions | Control condition: Competitive methodology | Experimental condition: Cooperative methodology |
[30] | Spain | 46 (24 girls and 22 boys) | 10.75 ± 0.65 years | Quantitative | Descriptive correlational cross-sectional | 5 sessions | Control condition: Free reading task | Experimental condition: Active rest (activity based on motor games) |
[12] | Spain | 102 (Experimental group = 49 Control group = 53) | 11.59 ± 0.60 years | Quantitative | Quasi-experimental longitudinal cutting | 4 months | Conventional methodology based on direct instruction | Teaching methodology based on the incorporation of physical activity in the classroom within the structure of the Personal and Social Teaching model |
[31] | Spain | 19 (11 girls and 8 boys) | Between 8 and 9 years old | Qualitative | Cross-sectional descriptive | 9 months | NGC | Methodology based on a gamification project called Harry Potter |
[32] | Chile | 42 (20 girls and 22 boys) | Between 6 and 7 years old | Quantitative | Quasi-experimental longitudinal cutting | 4 weeks | NGC | Using educational games in classes Physical Education |
[33] | Spain | 51 (Experimental group = 26 Control group = 25) | 11.73 ± 1.73 years | Quantitative Qualitative | Quasi-experimental longitudinal cutting | 3 months | They used strategies based on the imposition of tasks and the establishment of an organization | Application of an Active Break program within the Teaching Model of Personal and Social Responsibility |
[34] | Spain | 26 | 11.95 ± 0.63 years | Quantitative Qualitative | Descriptive, inferential cross-sectional | 12 weeks | NGC | Three Active Break Methods: Tabata Routines, Active Videos for Physical Involvement, and Active Breaks for Cognitive Involvement |
[35] | Spain | 250 | NR | Quantitative Qualitative | Quasi-experimental with repeated measures (pretest and posttest) of longitudinal section | 9 months | Traditional teaching approach, based on the direct instruction teaching technique | Implementation of the educational program, Active Values, based on the adaptation of Active Rest to the methodological structure of Teaching Personal and Social Responsibility in all curricular subjects |
[36] | Spain | 46 (28 girls and 18 boys Experimental group = 22 Control group = 24) | 7.22 ± 0.42 years | Quantitative | Quasi-experimental with repeated measures (pretest and posttest) of longitudinal section | 2 weeks | Active Breaks were not introduced | Implementation of the Active Rest program |
[37] | Spain | 100 (45 girls and 55 boys Experimental group = 51 Control group = 49) | Between 11 and 12 years old | Qualitative Quantitative | Cross-sectional sequential exploratory mixed methods approach | 4 sessions | Teaching styles that were already commonly used in the center | Flipped teaching technique Learning through viewing videos created by the principal investigator for this research |
[38] | Spain | 166 (74 girls and 92 boys Experimental group = 83 Control group = 83) | 10.9 ± 0.7 years | Quantitative | Quasi-experimental longitudinal cutting | 17 weeks | Active Breaks were not introduced | Received 20 weekly active rest periods combining the physical activity with the curricular content and cooperative learning and emotional intelligence |
[39] | Spain | 90 (54 girls and 36 boys) | 9.5 years | Quantitative | Exploratory cross-sectional approach | 6 weeks | NGC | Implementation of the six introjective practices: Yoga, Tai Chi, eutony, active global stretching, Qi -gong and body expression in dance |
[40] | Spain | 44 (20 girls and 24 boys Experimental group = 22 Control group = 22) | 10.44 ± 0.45 years | Quantitative | Quasi-experimental longitudinal cutting | 17 weeks | Active Breaks were not introduced | Implementation of Active Breaks |
[41] | Italy | 47 (23 girls and 24 boys) | 8.4 ± 0.3 years | Quantitative | Exploratory longitudinal section approach | 3 months | NGC | Conducting two sessions of active breaks in the classroom on three school days a week |
[42] | Romania | 55 (36 girls and 19 boys) | Between 9 and 10 years old | Qualitative Quantitative | Longitudinal observational section | 9 months | NGC | Application of dynamic games based on psychomotor tests |
[43] | Spain | 25 (11 girls and 14 boys Experimental group = 14 Control group = 11) | 9.96 ± 0.84 years | Qualitative Quantitative | Quasi-experimental longitudinal cutting | 4 months | Teaching styles that were already commonly used in the center | Application of the program based on the Personal and Social Responsibility Model |
[44] | Australia | 374 (Experimental group = 138 Control group = 236) | 9.22 ± 0.61 years | Qualitative Quantitative | Cluster randomized controlled trial | 6 weeks | Active Breaks were not introduced | Three active breaks of moderate intensity and 5 min duration were introduced daily in the classes. |
[45] | Spain | 170 (87 girls and 83 boys) | 9.61 ± 1.2 years | Qualitative Quantitative | Systematic observation | 4 months | NGC | Implementation of a school-based TPSR program in physical education and other subject areas |
[46] | Spain | 199 (64 girls and 55 boys) | 10.29 ± 0.97 years | Quantitative | Exploratory longitudinal section approach | 9 months | NGC | Implementation of an annual active recreation program |
[47] | Lithuania | 138 (71 girls and 67 boys) Experimental group = 70 Control group = 68) | Between 6 and 7 years old | Quantitative | Quasi-experimental with repeated measures (pretest and posttest) of longitudinal section | 8 months | Teaching styles that were already commonly used in the center | Application of methodology based on the DIDSFA model (dynamic exercise, intense repetition of motor skills, differentiation, reduction in sitting time, etc.) |
[48] | Lithuania | 98 (51 girls and 47 boys) Experimental group = 50 Control group = 48) | Between 6 and 7 years old | Quantitative | Quasi-experimental with repeated measures (pretest and posttest) of longitudinal section | 8 months | Teaching styles that were already commonly used in the center | Application of methodology based on the DIDSFA model (dynamic exercise, intense repetition of motor skills, differentiation, reduction in sitting time, etc.) |
[49] | Romania | 38 (22 girls and 16 boys Experimental group = 19 Control group = 19) | 10.8 years | Quantitative | Quasi-experimental with repeated measures (pretest and posttest) of longitudinal section | 5 months | Teaching styles that were already commonly used in the center | Application of movement games through Challenge-Based Learning |
Studies | Variables | Active Methodology | Goals | Main Results |
---|---|---|---|---|
[29] | Stake Engine performance Gender | Cooperative learning | To observe gender differences in the efficiency of learning throwing as a fundamental motor skill using two different intervention methods: cooperative and competitive | Both cooperative and competitive learning are effective in improving participation and motor performance, promoting equity in the learning process among students. Gender differences were observed: boys showed greater progress with the competitive approach, while girls and boys achieved similar results with the cooperative method. |
[30] | Response time State of alert Effectiveness | Active Breaks | Analyze how Physical Education based on Active Breaks can exponentially impact the school day | Students who took Active Breaks responded faster (365 ms) than those in the Control Condition (379 ms). A student’s alertness changes after a 10 min Active Break (compared to the Control Condition), and Active Breaks improve effectiveness in 10- and 11-year-old students. |
[12] | Intrinsic motivation Self-determination Autonomy Index of psychological mediators Responsibility Intention to perform physical activity | Active Values Program | Implement an educational program called Active Values and analyze the psychosocial and cognitive effects of its application | Interdisciplinary educational programs based on the combination of pedagogical models and active methodologies are proposed as methodological alternatives to achieve comprehensive and multilateral development of children and adolescents, as well as to improve the different learning domains of physical education, such as cognitive, social and motor skills. |
[31] | Fun Cooperative learning Academic learning | Gamification | To analyze the perception of students, families, and teachers about a Harry Potter gamification project among primary school students. | Significant increase in fun, improved cooperative learning, and increased academic learning thanks to the gamified pedagogical approach |
[32] | Hand hygiene Oral hygiene Body hygiene Social hygiene | Educational games | The intervention program in physical education classes, through play, generated significant effects on the transversal learning of hygiene habits. | To determine the effect of using educational games in Physical Education classes on achieving significant cross-curricular learning about hygiene habits. |
[33] | Motor skills Postural variations Interrelationships | Active Breaks | Check the results of an active methodology program based on activity breaks | The activity interruption program may be suitable to increase motor participation as well as social and cognitive interaction of students during class. |
[34] | Classroom climate Attention | Active Breaks Model for Teaching Personal and Social Responsibility | Verify the results of an active break program within the Teaching Model of Personal and Social Responsibility in the school environment | The results showed an evolution in the behavior of the experimental group from a controlling style to one focused on the transfer of autonomy, while the control group showed an increase in disruptive behavior among students. |
[35] | Socio-educational difficulties Sedentary lifestyle Obesity | Active Values Program | Explain the logic and protocol of an educational program called Active Values as an intervention strategy for reducing sedentary lifestyles and promoting values education in schools. | Interdisciplinary educational programs based on active teaching models and methodologies promote the comprehensive and multilateral development of children and adolescents, improving the cognitive, social and motor learning areas in physical education. |
[36] | Physical activity | Active breaks | To examine the impact of active breaks on students’ physical activity during classes, recess, and after-school hours, and to explore potential trade-offs during the day. | The results of this study suggest that active break programs that involve both teachers and students in their design could be effective in increasing students’ levels of regular moderate-to-vigorous physical activity. Furthermore, this increase during the school year does not appear to be offset by a reduction in physical activity during the rest of the day. |
[37] | Motivation | Flipped Learning | To analyze the effect on student motivation after an intervention with the FL teaching technique, using a Parkour Teaching Unit in Primary Education students | Intrinsic motivation increased significantly, and amotivation scores decreased in the experimental group. The Flipped Learning approach allows for more time in physical education classes and, consequently, is perceived as more fun by students. |
[38] | Executive functions Emotional intelligence | Active Breaks | To analyze the changes in executive function variables and emotional intelligence of schoolchildren after the intervention with Active Breaks | The experimental group improved all executive functions that were analyzed, as well as stress control, mood, and the global emotional intelligence index. |
[39] | Emotional self-regulation | Introjective Motor Practices | To analyze students’ perceptions of skills and abilities that promote emotional awareness when performing introjective motor practices | The results indicate that after conducting introjective practices in class, a significant improvement of 20.1% was observed in the three dimensions of intrapersonal emotional attention. Furthermore, although there were no significant differences between boys and girls before the test, significant changes were found afterward, with an 8.1% difference in the girls’ results. |
[40] | Physical activity | Active Breaks | To analyze changes in students’ physical activity levels after implementing a program based on the Active Break model during the school day. | Following the intervention, there was an increase in total moderate and vigorous activity during physical education classes, other classes, and breaks. |
[41] | Physical Activity Sedentary behavior | Active Breaks | To develop and evaluate the feasibility of a classroom intervention that integrates physical activity during school hours and assess its potential effect on reducing inactivity in primary school children. | The program demonstrated a positive effect on reducing inactivity, with a 12 min decrease and a corresponding increase in physical activity levels, including 5 min of moderate/vigorous intensity. Girls were observed to spend less time engaged in light and moderate physical activity, but responded better to the intervention than boys. Both children and teachers expressed high satisfaction with the program. |
[42] | Psychomotor skills | Dynamic game | Analyze how movement games used in physical education class can influence in the skills of primary school students | The positive role that movement games play in physical education classes is confirmed if they are used rationally and rigorously selected based on the objectives set, to train the psychomotor skills of primary school children. |
[43] | Responsibility Autonomy Motivation Self-concept Social climate of the classroom | Personal and Social Responsibility Model | Apply a program based on the Personal and Social Responsibility Model traditionally used in Physical Education to other educational subjects and evaluate its influence on responsibility, autonomy, motivation, self-concept and social climate in the classroom. | The results indicate improvements in the experimental group’s personal and social responsibility, autonomy, intrinsic and introjected motivation, overall self-concept, and classroom social climate. Consecutively, students’ positive self-evaluations also increased as the program progressed at the various levels. |
[44] | Physical Activity Academic Performance | Active Breaks | To conduct a process evaluation to explore factors associated with the feasibility and fidelity of a classroom-based active break program designed to improve student classroom behavior and physical activity outcomes. | Physical activity increased during the intervention’s initial phase but plateaued or declined by the end. Classroom behavior improved immediately after implementing active breaks. |
[45] | Physical activity Responsibility | Personal and Social Responsibility Model | To assess the fidelity of implementation of a school-based TPSR program in physical education and other subject areas | The results indicate that the TPSR can provide an effective framework for promoting accountability across the school curriculum. |
[46] | Physical activity Fun Intrinsic motivation Satisfaction | Active breaks | To evaluate the annual effect of an active recreation program on fun, intrinsic motivation, satisfaction of basic psychological needs (relatedness, perceived competence and autonomy), intention to practice, possible gender differences and variables predicting intention to practice | Students showed high levels of relatedness, intrinsic motivation, competence, and enjoyment, with no gender differences. Intrinsic motivation and enjoyment predict play during recess and after school. The task-focused program increases motivation and enjoyment, boosting participation in physical activities, especially games, both inside and outside of school. Satisfaction and participation in creating play spaces are important. |
[47] | Physical activity Obesity Anxiety | DIDSFA Model | Establish the effects of an intervention program on physical activity and the reduction of anxiety in first grade students | Statistically significant changes were observed in the dependent variables: increased physical activity and decreased obesity. These changes were also observed in the dependent variables: increased physical activity and decreased anxiety in the experimental group. |
[48] | Physical activity Physical fitness | DIDSFA Model | To establish the effects of an exercise intervention program on the physical activity and fitness of first-grade students | The exercise intervention program caused statistically significant changes in the dependent variables: increased physical activity and physical fitness for the experimental group. |
[49] | Motor skills | Challenge-Based Learning | To verify whether the use of a game program, stages and application paths will improve students’ motor skills. | By using a program that includes games, challenges, and application pathways, an improvement in students’ motor skills was observed. This leads to the conclusion that active participatory methods, such as stages and application pathways, contribute to improving students’ motor skills. |
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Caracuel-Cáliz, R.F.; Ubago-Jiménez, J.L.; Alonso-Vargas, J.M.; Melguizo-Ibáñez, E. Impact of Active Methodologies Involving Physical Activity on Primary School Students: A Systematic Review (2018–2024). Sports 2025, 13, 358. https://doi.org/10.3390/sports13100358
Caracuel-Cáliz RF, Ubago-Jiménez JL, Alonso-Vargas JM, Melguizo-Ibáñez E. Impact of Active Methodologies Involving Physical Activity on Primary School Students: A Systematic Review (2018–2024). Sports. 2025; 13(10):358. https://doi.org/10.3390/sports13100358
Chicago/Turabian StyleCaracuel-Cáliz, Rafael Francisco, José Luis Ubago-Jiménez, José Manuel Alonso-Vargas, and Eduardo Melguizo-Ibáñez. 2025. "Impact of Active Methodologies Involving Physical Activity on Primary School Students: A Systematic Review (2018–2024)" Sports 13, no. 10: 358. https://doi.org/10.3390/sports13100358
APA StyleCaracuel-Cáliz, R. F., Ubago-Jiménez, J. L., Alonso-Vargas, J. M., & Melguizo-Ibáñez, E. (2025). Impact of Active Methodologies Involving Physical Activity on Primary School Students: A Systematic Review (2018–2024). Sports, 13(10), 358. https://doi.org/10.3390/sports13100358