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Active School Concept
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Active School Concept

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (31 August 2022) | Viewed by 37468

Special Issue Editors

Dr. Francis Ries

E-Mail Website
Guest Editor
Department of Physical Education and Sports, University of Seville, 41004 Sevilla, Spain
Interests: health-enhancing physical activity; physical education; psychosocial correlates of physical activity in children and adolescents
Special Issues, Collections and Topics in MDPI journals
Dr. Richard Bailey

E-Mail Website
Guest Editor
Centre for Academic Partnerships and Engagement, University of Nottingham Malaysia, Semenyih 43500, Malaysia
Interests: philosophy of education; pedagogy; human development
Dr. Claude Scheuer

E-Mail Website
Guest Editor
Department of Education and Social Work, University of Luxembourg, Esch-sur-Alzette, Luxembourg L-4365, Luxembourg
Interests: physical education; active schools; motor competencies
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

It has been discussed that, while overturning the obesity epidemic among children is not exclusively the responsibility of schools, the trend is unlikely to change without schools' assistance. Schools are an ideal setting for the implementation of healthy behaviors as children spend an enormous amount of time at school; and because schools already might have the access, personnel, equipment, and space to implement physical activity programming.

Physical activity opportunities in schools take the shape primarily of formal instruction in physical education for all students. Although physical education is a compulsory school subject, the classes may occur infrequently, and children taking them often accumulate only low levels of physical activity. Central for a successful implementation of an “Active School” is a conceptualization embedded in the frame of school development initiatives, achieved by involving all relevant stakeholders, such as teachers, students, parents, and community-based partners.

This Special Issue “Active School Concepts” aims to synthesize current knowledge on opportunities for physical activity in the school environment other than physical education, with an emphasis on including components such as active breaks/recess; active classroom learning; school, modified playground, and classroom design; active and dynamic sitting; active transport to school; active homework; physical activity-related school events; pre-school and after-school clubs and activities; and activity-enhanced physical education. Furthermore, policies and recommendations that may affect these opportunities, as well as barriers to and enablers of the opportunities, will be discussed.

Dr. Francis Ries
Dr. Richard Bailey
Dr. Claude Scheuer
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • active schools
  • leisure time
  • recess
  • breaks
  • school sports
  • active classroom learning and homework
  • transportation

Published Papers (13 papers)

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Research

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19 pages, 1501 KiB  
Article
Implementation of Physical Activity-Based Health Promotion Measures in Schools—Examples and Evaluations from Germany
by Michael Braksiek, Iris Pahmeier, Bernd Gröben and Uta Lindemann
Sustainability 2022, 14(19), 12327; https://doi.org/10.3390/su141912327 - 28 Sep 2022
Cited by 4 | Viewed by 1437
Abstract
Health prevention and promotion are increasingly important in the school context. Beyond physical education, measures focused on physical activity (PA) are implemented to enhance students’ mental and physical health. The first aim of this study was to systematically describe two school-based health promotion [...] Read more.
Health prevention and promotion are increasingly important in the school context. Beyond physical education, measures focused on physical activity (PA) are implemented to enhance students’ mental and physical health. The first aim of this study was to systematically describe two school-based health promotion measures that were based on the idea of active school concepts against the background of the German educational and health policies as well as the German school system. The second aim was to assess the process and implementation quality and potential outcomes of the measures and to identify factors that promote or hinder the implementation of the measures. Both measures were funded and supported by health insurance companies. The measure Fitness at School supported approximately 1195 schools in the last thirteen years by promoting PA-related projects at schools. In the measure Active School NRW, schools that best implement the concept of an active school were awarded. The results provide insights into the conditions that hinder and support the implementation of PA-based health promotion measures at schools and are discussed against the background of sustainable health promotion. Overall, the evaluation indicates that financial investments in health-prevention and -promotion measures in the school setting are beneficial. Full article
(This article belongs to the Special Issue Active School Concept)
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15 pages, 765 KiB  
Article
Design Process and Implementation of Teacher Training Modules in Movement Integration: What Have We Learnt?
by Maarja Kalma, Katrin Mägi, Evelin Mäestu, Kerli Mooses and Merike Kull
Sustainability 2022, 14(9), 5484; https://doi.org/10.3390/su14095484 - 03 May 2022
Cited by 2 | Viewed by 2319
Abstract
Substantial evidence shows that the current level of children’s physical activity (PA) is insufficient. Schools along with academic lessons can offer an effective avenue to increase children’s physical activity and decrease sedentary time. Teacher training in movement integration (MI) has been emphasized as [...] Read more.
Substantial evidence shows that the current level of children’s physical activity (PA) is insufficient. Schools along with academic lessons can offer an effective avenue to increase children’s physical activity and decrease sedentary time. Teacher training in movement integration (MI) has been emphasized as an important strategy in facilitating less sedentary and more physically active lessons. The aim of this study was to explore the design process for developing a teacher training module for MI and its implementation within the comprehensive, school-based, physical activity program. Flexible co-creation methods with teachers were applied. Process evaluation was conducted through individual feedback surveys, observations in schools, evaluating the teacher’s MI mapping timetable, group feedback, and a follow-up study. The two-day module, a practical and flexible approach, ready-to-use resources, allocated time and autonomy for practice, communication with other teachers, and a whole school approach aligned with teachers’ needs are identified as key elements. A follow-up study after the training showed significant changes in teachers’ practices regarding the use of MI in the classroom. The study offers important insights into the design process and its successes and failures. The lessons learnt, a final model of designed seminars, and a toolbox of materials are presented. Full article
(This article belongs to the Special Issue Active School Concept)
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16 pages, 2770 KiB  
Article
“Pop-Up Systems”—Innovative Sport and Exercise-Oriented Offerings for Promoting Physical Activity in All-Day Schools
by Ilaria Ferrari, Patricia Schuler, Kathrin Bretz, Jessica Bär, Marianne Rast and Lukas Niederberger
Sustainability 2022, 14(5), 3090; https://doi.org/10.3390/su14053090 - 07 Mar 2022
Viewed by 1865
Abstract
In all-day schools and schools with extended education, children have the opportunity to spend the whole day at school. Full-day attendance at school requires a reorientation of extended time. Therefore, it is important to consider how children spend their time between lessons and [...] Read more.
In all-day schools and schools with extended education, children have the opportunity to spend the whole day at school. Full-day attendance at school requires a reorientation of extended time. Therefore, it is important to consider how children spend their time between lessons and identify conducive opportunities. As part of the project “Sport in the School Environment”, multiple mobile pop-up facilities were installed at several all-day schools in Zurich, Switzerland, for a period of 3–6 weeks. These facilities included “Parkour”, “Pumptrack”, “Skatepark”, and “Streetsoccer”. The aim was to find out whether these installations offer an opportunity for physical activity (PA). At the same time, social aspects of the students using these facilities as part of their all-day school attendance were observed. The following questions were investigated: How, by whom, and in which contexts are the installations used? The use of the facilities was evaluated content-analytically and descriptively. It was shown that the facilities are used intensively and in very different ways. The main focus of the pop-up facilities is on the use of the facilities and the creation of opportunities for children and young people to exercise and meet up with each other. Full article
(This article belongs to the Special Issue Active School Concept)
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32 pages, 753 KiB  
Article
A Sustainable Swedish School Intervention with Extra Aerobic Exercise—Its Organization and Effects on Physical Fitness and Academic Achievement
by Izabela Seger, Suzanne Lundvall, Annika Eklund, Ali Jamshidpey, Johnny Takats, Cecilia Stålman, Anna Tidén and Eva A. Andersson
Sustainability 2022, 14(5), 2822; https://doi.org/10.3390/su14052822 - 28 Feb 2022
Cited by 4 | Viewed by 3455
Abstract
A large majority of Swedish children do not reach the recommended daily activity level. Some, but not all, studies show that extra physical activity may have positive effects on children’s school performance, physical fitness and health. The present purpose was to offer pupils [...] Read more.
A large majority of Swedish children do not reach the recommended daily activity level. Some, but not all, studies show that extra physical activity may have positive effects on children’s school performance, physical fitness and health. The present purpose was to offer pupils from the 7th to the 8th grade extra aerobic exercise led by physical education teachers and to evaluate the effects on aerobic fitness, muscle strength, school grades and health. The hypothesis was that extra aerobic exercise would improve physical fitness, school grades and health. In the two-year project, 122 pupils aged 13–14 years from three schools constituted an aerobic group with 30 min extra exercise sessions (≥70% maximal heart rate) twice weekly. A control group of 26 pupils was included. All 148 pupils also had regular 60 min physical education lessons (2/week). A moderate to large significant effect size (via partial eta-squared) of the interaction effect for the aerobic group compared to the control group over time was generally seen for aerobic fitness, the muscle strength test with push-ups, school grades in Swedish, English and physical education, and in average school grade for four school subjects combined, thus also including mathematics. Within the aerobic group, significant improvements were also shown for aerobic fitness, endurance and strength of abdominal and leg muscles, and the total physical test index during the two-year project. The control group showed no corresponding improvement in these parameters. Improvements in school grades were generally seen among both sexes in the aerobic group, whereas improvements in physical capacity were distinctly more pronounced among boys and seldom among girls. A similar pattern with significant improvement in several school grades was noted in all three intervention schools, although one of the schools had a distinctly larger proportion of children who immigrated to Sweden. The aerobic group showed significantly higher ratings (with a small to moderate effect size) on several questions about physical self-perception than the control group at the end of the 8th grade. This teacher-led school intervention generated a sustainable project with improvements in physical fitness and school grades. The project might act as an inspiration for other schools to increase physical activity to improve physical fitness and possibly school grades. Full article
(This article belongs to the Special Issue Active School Concept)
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11 pages, 830 KiB  
Article
Barriers and Determinants of Active Commuting to School in Slovenia
by Gregor Jurak, Maroje Sorić, Tjaša Ocvirk, Žan Luca Potočnik, Kaja Meh, Saša Đurić, Vedrana Sember and Gregor Starc
Sustainability 2021, 13(24), 13808; https://doi.org/10.3390/su132413808 - 14 Dec 2021
Cited by 4 | Viewed by 2406
Abstract
There is a growing body of literature reporting the health benefits of active commuting to school. This study investigated barriers and determinants of active commuting in children in Slovenia living within walking or cycling distance to school, i.e., 3 km. The sample consisted [...] Read more.
There is a growing body of literature reporting the health benefits of active commuting to school. This study investigated barriers and determinants of active commuting in children in Slovenia living within walking or cycling distance to school, i.e., 3 km. The sample consisted of 339 children (163 girls) aged 11–14 years who reported their mode of commuting, as well as their parents who described the socioeconomic environment of the family. Every third child in this study traveled to school exclusively by car/public transport, while every fifth participant used a passive means of transport when returning home from school. Potential household poverty, education of the mother and parental encouragement for physical activity were not associated with the commuting mode. In addition, conformist family barriers dominated among reasons for not choosing active commuting. A distance to school that was perceived to be too long was the most frequently cited barrier (72% of participants who passively commuted in both directions), followed by concern about being late for school (38% of participants who passively commute in one direction). Parents from all social strata who drive their children to school in either one or both directions while living in a walking or cycling range are a promising target population for active commuting interventions. Full article
(This article belongs to the Special Issue Active School Concept)
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18 pages, 2624 KiB  
Article
Schoolyard Affordances for Physical Activity: A Pilot Study in 6 Nordic–Baltic Countries
by Renata Rutkauskaite, Thordis Gisladottir, Maret Pihu, Lise Kjonniksen, Irinja Lounassalo, Terhi Huovinen, Rita Gruodyte-Raciene, Kristina Visagurskiene, Orn Olafson, Merike Kull, Ieva Rudzinska and Ingun Fjørtoft
Sustainability 2021, 13(21), 11640; https://doi.org/10.3390/su132111640 - 21 Oct 2021
Cited by 7 | Viewed by 4759
Abstract
Environmental settings influence children’s and adolescents’ physical activity (PA) in neighborhoods and schoolyards. This study aimed to explore the main characteristics of schoolyards in six Nordic–Baltic countries, to document how those facilities provide affordances for PA in 7–18 year–old schoolchildren, and how the [...] Read more.
Environmental settings influence children’s and adolescents’ physical activity (PA) in neighborhoods and schoolyards. This study aimed to explore the main characteristics of schoolyards in six Nordic–Baltic countries, to document how those facilities provide affordances for PA in 7–18 year–old schoolchildren, and how the schoolyard meets children’s preferences. One schoolyard was studied in each included country: Iceland, Norway, Finland, Lithuania, Latvia, and Estonia. The affordances, facilities, and equipment for PA in schoolyards were identified through orthophoto maps and standard registration forms. Children’s preferences were collected through group interviews at each participating school. A common design of schoolyards across countries indicated mostly flat topography with sparse vegetation and green areas dominated by large traditional sport arenas such as a football field, areas suitable for ball games, and track and field activities. Green spaces and varied topography were more prominent in Nordic countries. Across nationalities, the responses from pupils regarding the schoolyard were similar: they liked it though they wished for more variety of activities to do during recess. National regulations/recommendations for schoolyard design differed across the countries, being more restricted to sport fields and sport-related activities in Latvia and Lithuania, while in Nordic countries, the recommendations focused more on versatile schoolyard design. Full article
(This article belongs to the Special Issue Active School Concept)
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12 pages, 1238 KiB  
Article
Associations of Classroom Design and Classroom-Based Physical Activity with Behavioral and Emotional Engagement among Primary School Students
by Jani Hartikainen, Anna-Maija Poikkeus, Eero A. Haapala, Arja Sääkslahti and Taija Finni
Sustainability 2021, 13(14), 8116; https://doi.org/10.3390/su13148116 - 20 Jul 2021
Cited by 3 | Viewed by 5907
Abstract
Educational reforms worldwide have resulted in schools increasingly incorporating open and flexible classroom designs. Open learning spaces may contribute to a student’s behavioral and emotional school engagement directly and by facilitating classroom-based physical activity (CPA). We investigated the associations between accelerometer-assessed CPA and [...] Read more.
Educational reforms worldwide have resulted in schools increasingly incorporating open and flexible classroom designs. Open learning spaces may contribute to a student’s behavioral and emotional school engagement directly and by facilitating classroom-based physical activity (CPA). We investigated the associations between accelerometer-assessed CPA and student ratings of task-focused behavior and attitude towards school as indicators for behavioral and emotional engagement, respectively, with the associations of gender, grade, and classroom design on CPA among 206 3rd and 5th grade students in open learning spaces and conventional classrooms. Structural equation modelling showed open classroom design to be directly associated with better attitude towards school (B = −0.336; CI95% −0.616 to −0.055), but not with task-focused behavior. The relationship between task-focused behavior and attitude towards school was statistically significant (B = 0.188; 95%CI 0.068 to 0.031). CPA was not associated with task-focused behavior and attitude towards school, while classroom design (B = 1.818; 95%CI 1.101 to 2.536), gender (B = 1.732; 95%CI 20 1.065 to 2.398), and grade (B = 1.560; 95%CI 0.893 to 2.227) were statistically significantly associated with CPA. Open learning spaces seem to be associated with better emotional engagement, which is associated with behavioral engagement. Longitudinal studies investigating associations of open learning spaces and CPA on students’ behavioral, emotional, and cognitive engagement concurrently are warranted. Full article
(This article belongs to the Special Issue Active School Concept)
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12 pages, 742 KiB  
Article
Differences on Habitual Physical Activity Index in Primary Schoolchildren according to Age and Gender
by Rubén Navarro-Patón, Víctor Arufe-Giráldez, Alberto Sanmiguel-Rodríguez and Oliver Ramos-Álvarez
Sustainability 2021, 13(14), 7806; https://doi.org/10.3390/su13147806 - 13 Jul 2021
Cited by 5 | Viewed by 2453
Abstract
The World Health Organization (WHO) has warned that a large majority of children do not reach its recommendations on physical activity for health, i.e., 60 min a day of moderate to vigorous physical activity. The objective of this study was to know the [...] Read more.
The World Health Organization (WHO) has warned that a large majority of children do not reach its recommendations on physical activity for health, i.e., 60 min a day of moderate to vigorous physical activity. The objective of this study was to know the index of habitual physical activity in different contexts where the child interacts: school index (SCHOOL-I), extracurricular/sports activity index (SPORT-I), free time index (LEISURE-I) and the total habitual physical activity index (GLOBAL-I) based on age and gender. 900 Primary Education schoolchildren from Galicia (Spain) aged 10–12 years (M = 10.84; SD = 0.67) participated, of which 454 (50.40%) were boys and 446 (49.6%) girls. For data collection, the validated Inventory of Habitual Physical Activity in Schoolchildren (IAFHE) questionnaire was used. The results show a significant main effect on the age factor in SCHOOL-I (p < 0.001), and in GLOBAL-I (p = 0.034), the rates being higher in 10-year-old children compared to 11 and 12. A significant main effect has also been found in the gender factor in SCHOOL-I (p < 0.001), SPORT-I (p < 0.001) and in GLOBAL-I (p < 0.001), being greater in boys than in girls. It is concluded that, as school age increases, a lower index of physical activity is registered, this being higher in boys compared to girls. It is necessary to establish strategies to promote the practice of physical activity from different agents and in different contexts. Full article
(This article belongs to the Special Issue Active School Concept)
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13 pages, 284 KiB  
Article
Individual and Interpersonal Factors and Their Interaction Predicting the Intentional Physical Education Skipping Behavior among Lithuanian High School Students
by Brigita Mieziene, Arunas Emeljanovas, Ichiro Kawachi, Laima Gasiuniene, Laura Tumynaite and Dario Novak
Sustainability 2021, 13(14), 7616; https://doi.org/10.3390/su13147616 - 07 Jul 2021
Viewed by 1859
Abstract
The promotion of physical activity in physical education (PE) might be enabled only in the case that PE is attended. Intentional skipping of PE, while widespread, is understudied. The aim of the study is to identify individual and interpersonal correlates as well as [...] Read more.
The promotion of physical activity in physical education (PE) might be enabled only in the case that PE is attended. Intentional skipping of PE, while widespread, is understudied. The aim of the study is to identify individual and interpersonal correlates as well as their interaction effect on the intentional PE skipping behavior in Lithuanian high school students. This cross-sectional population-based study included 1285 students aged from 14 to 18 years old. Among them, 42.2 were male. PE skipping, sociodemographic, individual and interpersonal indicators were measured. Results revealed that 58.4% of high school students intentionally skip their PE class at least once per week. The main correlates of PE skipping are sedentary behavior and social participation. The main preventive factors are perception of PE usefulness, better self-rated health among direct predictors. Indirectly, social capital played a protective role for PE skipping classes through a more positive perception of PE usefulness. Raising awareness of physical education benefits, providing a rationale for physical education in the social contexts of family and school, in terms of family support and building trust with teachers, strengthening reciprocity at school indirectly prevents students’ PE skipping behaviors. Full article
(This article belongs to the Special Issue Active School Concept)

Review

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22 pages, 373 KiB  
Review
Active Schools in Europe—A Review of Empirical Findings
by Richard Bailey, Francis Ries and Claude Scheuer
Sustainability 2023, 15(4), 3806; https://doi.org/10.3390/su15043806 - 20 Feb 2023
Cited by 2 | Viewed by 2331
Abstract
Physical activity is an important part of children’s and young people’s healthy functioning, but evidence suggests many students are inactive to the extent that they are compromising their well-being. Traditionally, schools have played a minor role in contributing to physical activity, but it [...] Read more.
Physical activity is an important part of children’s and young people’s healthy functioning, but evidence suggests many students are inactive to the extent that they are compromising their well-being. Traditionally, schools have played a minor role in contributing to physical activity, but it has held relatively low prestige. Some commentators have called for Whole-School or Active School approaches. Physical activity, in these models, is integrated into all aspects of school life. This article reports on a review of the most-cited elements of school-based physical activity promotion, assesses evidence of actual and potential contributions, and provides a tentative weight of evidence judgement for each component. A rapid reviewing methodology was followed, and the searches used a range of specialist academic databases (PsycARTICLES, PsycINFO, SPORTdiscus, CINAHL Complete), Google Scholar, ResearchGate, and Academia.edu, restricted to 2010–2021. Six settings were found to have the potential to add physical activity time, although none suffices alone: Active Breaks; Active Homework; Active Learning; Active Recess; Active Transport; and School Sports. Active Schools offer a plausible solution to the problem of physical inactivity by adding moments of movement and integrating physical activity in all aspects of school life, underlining the need for school-level change, the consideration of stakeholder groups, and the social and physical environments of school. Full article
(This article belongs to the Special Issue Active School Concept)
10 pages, 502 KiB  
Review
Active Learning: A Review of European Studies of Active Lessons
by Richard Bailey, Francis Ries, Sandra Heck and Claude Scheuer
Sustainability 2023, 15(4), 3413; https://doi.org/10.3390/su15043413 - 13 Feb 2023
Cited by 2 | Viewed by 1934
Abstract
Background: Physical activity is a familiar feature in schools worldwide. Its most common justification for inclusion is its distinctive contribution to students’ physical health and fitness and claimed benefits to non-physical aspects of education, such as social skills. Possible effects on cognitive and [...] Read more.
Background: Physical activity is a familiar feature in schools worldwide. Its most common justification for inclusion is its distinctive contribution to students’ physical health and fitness and claimed benefits to non-physical aspects of education, such as social skills. Possible effects on cognitive and academic performance are less frequently assumed. This article examines the academic effects of ‘Active Learning’ practices in school classrooms. Our objective was to test the claim that physical activity can enhance curricular achievement and learning, specifically curriculum-focused physical activity and Learning Through Movement. Methods: Using a rapid review methodology, in this article we report on the evidence of contributions of active learning from peer-reviewed publications from 2010 to 2022. Results: The literature generally supported the central hypothesis that students in Active Learning conditions out-performed those in non-active conditions, both during Active Learning tasks and later. Whether this was due to the introduction of physical activity in the specific setting of classroom lessons or physical activity per se remains unclear. Conclusions: To ensure positive outcomes from Active Learning, practices should be planned in association with a series of favourable change mechanisms: proactive leadership, teacher engagement, the ease of finding and implementing Active Learning in sessions, and the genuine integration of Active Learning into curricula and lessons. Full article
(This article belongs to the Special Issue Active School Concept)
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Other

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19 pages, 1508 KiB  
Study Protocol
An Internet-Supported Continuing Professional Development Training with Secondary School Physical Education Teachers: Protocol for the Physical Education for Moving (PE4MOVE) Trial
by Attilio Carraro, Alessandra Colangelo, Giampaolo Santi, Cristiana Conti, Marco Petrini and Erica Gobbi
Sustainability 2022, 14(18), 11579; https://doi.org/10.3390/su141811579 - 15 Sep 2022
Cited by 1 | Viewed by 2102
Abstract
Most adolescents in industrialized countries are physically inactive and effective actions to counteract this situation are required. School physical education (PE) can promote students’ active lifestyle. The paper presents the protocol of the “Physical education for moving” (PE4MOVE) project, based on an Internet-supported [...] Read more.
Most adolescents in industrialized countries are physically inactive and effective actions to counteract this situation are required. School physical education (PE) can promote students’ active lifestyle. The paper presents the protocol of the “Physical education for moving” (PE4MOVE) project, based on an Internet-supported professional training program offered to PE teachers in a region of central Italy. Secondary school PE teachers and their students are randomly allocated to either an intervention group or a wait-list control group. Teachers participate in a continuing professional development training (CPDt) designed to increase knowledge and competences regarding students’ physical activity (PA) promotion. The CPDt, developed according to recent recommendations, consists of a mixed-modality preliminary session on fitness testing, and webinars and online workshops on theory-driven strategies. Teachers are then required to apply contents during their PE classes. Teachers’ variables related to PA promotion, as well students’ approach to PA, PA levels and physical fitness are recorded at pre- and post-trial times. Upon its completion, the project may contribute to the field by providing evidence for the effectiveness of Internet-supported teachers’ training programmes, for the transferability of students’ motivation from PE to out-of-school settings, and for the relationship between teachers and students’ motivation. Full article
(This article belongs to the Special Issue Active School Concept)
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11 pages, 1162 KiB  
Systematic Review
The Effects of Bike Desks in Formal Education Classroom-Based Physical Activity: A Systematic Review
by Beatriz Polo-Recuero, Miguel Ángel Rojo-Tirado, Alfonso Ordóñez-Dios, Denise Breitkreuz and Alberto Lorenzo
Sustainability 2021, 13(13), 7326; https://doi.org/10.3390/su13137326 - 30 Jun 2021
Cited by 3 | Viewed by 2385
Abstract
A systematic review of the research conducted on classroom-based physical activity using bike desks, a school health prevention strategy. To our knowledge, this is the first systematic review of bike desks effects on formal education students. Articles from two databases, Web of Science [...] Read more.
A systematic review of the research conducted on classroom-based physical activity using bike desks, a school health prevention strategy. To our knowledge, this is the first systematic review of bike desks effects on formal education students. Articles from two databases, Web of Science and PubMed, were analyzed according to PRISMA. The quality of each study was analyzed. After the exclusion criteria, eight articles were fully assessed based on six criteria: (1) author and year, (2) setting and sample, (3) duration, (4) outcomes measurements, (5) instruments and (6) main results. The results show how the interventions are mainly in secondary education and university, and most of them are quantitative studies of short-term interventions. Physical activity is the most frequently variable assessed, using logs, questionnaires and objective methods such as accelerometry and heart rate monitoring. Based on all the studies, it is feasible to implement bike desks in the classroom during theoretical lessons. The weaknesses are related to small samples and the use of different instruments to measure. In conclusion, this systematic review compiles the current information about bike desks in order to inform teachers and administrators for the implementation of bike desk in their schools. They should consider bike desks’ strengths and weaknesses. Full article
(This article belongs to the Special Issue Active School Concept)
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