Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis.
Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis.
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基于课堂的体育活动干预对学术和体育活动的影响：系统评价和荟萃分析。
DOI：
10.1186/s12966-017-0569-9
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发表时间：
2017-08-25
期刊：
影响因子：
--
通讯作者：
Hesketh KD
中科院分区：
文献类型：
--
作者：
Watson A;Timperio A;Brown H;Best K;Hesketh KD
体育活动与许多身心健康益处有关，但许多儿童不符合国家体育活动指南。虽然学校为促进儿童的体育活动提供了理想的环境，但由于相互竞争的主要学习领域往往造成时间限制，因此很难在上学日增加体育活动。以课堂为基础的体育活动可以提供一个机会，以增加以学校为基础的体育活动，同时提高学术相关的成果。本系统综述和荟萃分析的主要目的是评估课堂体育活动干预对学业相关成果的影响。第二个目的是评估这些课程在研究期间对身体活动水平的影响。2016年1月对电子数据库（PubMed、ERIC、SPORTDiscus、PsycINFO）进行了系统检索，并于2017年1月进行了更新。这些研究调查了小学学龄儿童课堂体育活动干预与学业相关结果之间的关联。在Review Manager中进行荟萃分析，分别计算评估的每个结局的效应量。39篇文章符合综述的纳入标准，16篇文章提供了足够的数据和适当的设计，可纳入荟萃分析。研究调查了一系列与学术相关的结果，包括课堂行为（例如任务行为），认知功能（例如执行功能）和学术成就（例如标准化考试成绩）。荟萃分析的结果显示，以课堂为基础的体育活动对改善任务中的课堂行为和减少任务外的课堂行为有积极的影响（标准化平均差异= 0.60（95%CI：0.20，1.00）），当使用进展监测工具时，导致学业成绩的改善（标准化平均差异= 1.03（95%CI：0.22，1.84））。然而，未发现对认知功能（标准化平均差异= 0.33（95% CI：-0.11，0.77））或体力活动（标准化平均差异= 0.40（95% CI：-1.15，0.95））的影响。结果表明，以课堂为基础的体育活动可能会对学术相关的成果产生积极的影响。然而，由于干预成分和评估的学术相关结果的异质性水平，不可能得出明确的结论。未来的研究在选择与学术相关的结果指标时应考虑干预时期，并使用客观的身体活动指标来确定干预保真度和对整体身体活动水平的影响。
Physical activity is associated with many physical and mental health benefits, however many children do not meet the national physical activity guidelines. While schools provide an ideal setting to promote children’s physical activity, adding physical activity to the school day can be difficult given time constraints often imposed by competing key learning areas. Classroom-based physical activity may provide an opportunity to increase school-based physical activity while concurrently improving academic-related outcomes. The primary aim of this systematic review and meta-analysis was to evaluate the impact of classroom-based physical activity interventions on academic-related outcomes. A secondary aim was to evaluate the impact of these lessons on physical activity levels over the study duration. A systematic search of electronic databases (PubMed, ERIC, SPORTDiscus, PsycINFO) was performed in January 2016 and updated in January 2017. Studies that investigated the association between classroom-based physical activity interventions and academic-related outcomes in primary (elementary) school-aged children were included. Meta-analyses were conducted in Review Manager, with effect sizes calculated separately for each outcome assessed. Thirty-nine articles met the inclusion criteria for the review, and 16 provided sufficient data and appropriate design for inclusion in the meta-analyses. Studies investigated a range of academic-related outcomes including classroom behaviour (e.g. on-task behaviour), cognitive functions (e.g. executive function), and academic achievement (e.g. standardised test scores). Results of the meta-analyses showed classroom-based physical activity had a positive effect on improving on-task and reducing off-task classroom behaviour (standardised mean difference = 0.60 (95% CI: 0.20,1.00)), and led to improvements in academic achievement when a progress monitoring tool was used (standardised mean difference = 1.03 (95% CI: 0.22,1.84)). However, no effect was found for cognitive functions (standardised mean difference = 0.33 (95% CI: -0.11,0.77)) or physical activity (standardised mean difference = 0.40 (95% CI: -1.15,0.95)). Results suggest classroom-based physical activity may have a positive impact on academic-related outcomes. However, it is not possible to draw definitive conclusions due to the level of heterogeneity in intervention components and academic-related outcomes assessed. Future studies should consider the intervention period when selecting academic-related outcome measures, and use an objective measure of physical activity to determine intervention fidelity and effects on overall physical activity levels.
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影响因子：
4
作者：
Best, John R.
通讯作者：
Best, John R.
影响因子：
3.6
作者：
Best, John R.;Miller, Patricia H.;Naglieri, Jack A.
通讯作者：
Naglieri, Jack A.
影响因子：
5.1
作者：
Carlson, Jordan A.;Engelberg, Jessa K.;Sallis, James F.
通讯作者：
Sallis, James F.
影响因子：
0.8
作者：
Haapala, Eero
通讯作者：
Haapala, Eero
DOI：
10.1111/j.1469-8749.2011.03954.x
发表时间：
2011-07-01
影响因子：
3.8
作者：
Hill, Liam J. B.;Williams, Justin H. G.;Mon-Williams, Mark
通讯作者：
Mon-Williams, Mark