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Classroom Movement Breaks and Physically Active Learning Are Feasible, Reduce Sedentary Behaviour and Fatigue, and May Increase Focus in University Students: A Systematic Review and Meta-Analysis

Author

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  • Julia Lynch

    (School of Allied Health, Human Services and Sport, Physiotherapy, La Trobe University, Melbourne, VIC 3086, Australia)

  • Gráinne O’Donoghue

    (UCD School of Public Health, Physiotherapy and Sports Science, University College Dublin, Belfield, Dublin 4, Ireland)

  • Casey L. Peiris

    (School of Allied Health, Human Services and Sport, Physiotherapy, La Trobe University, Melbourne, VIC 3086, Australia)

Abstract

Background: University students are mostly sedentary in tertiary education settings which may be detrimental to their health and learning. This review aimed to examine the feasibility and efficacy of classroom movement breaks (CMB) and physically active learning (PAL) on physical and cognitive outcomes in university students in the tertiary setting. Methods: Five electronic databases (MEDLINE, CINAHL, Embase, PsychINFO, and PubMed) were searched for articles published up until November 2021. Manual searching of reference lists and citation tracking were also completed. Two reviewers independently applied inclusion and exclusion criteria and completed quality assessment. Articles were included if they evaluated CMB or PAL interventions delivered to university students in a tertiary setting. Results: Of the 1691 articles identified, 14 studies with 5997 participants met the inclusion criteria. Average study quality scores were poor for both CMB and PAL studies. CMBs and PAL are feasible in the tertiary setting and increase physical activity, reduce sedentary behaviour, increase wellbeing, and reduce fatigue in university students. In addition, CMBs increased student focus and attention in class and PAL had no detrimental effect on academic performance. Conclusions: University educators should feel confident in introducing CMB and/or PAL interventions into their classes to improve student health and wellbeing.

Suggested Citation

  • Julia Lynch & Gráinne O’Donoghue & Casey L. Peiris, 2022. "Classroom Movement Breaks and Physically Active Learning Are Feasible, Reduce Sedentary Behaviour and Fatigue, and May Increase Focus in University Students: A Systematic Review and Meta-Analysis," IJERPH, MDPI, vol. 19(13), pages 1-15, June.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:13:p:7775-:d:847161
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    References listed on IDEAS

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    1. Chloe Bedard & Laura St John & Emily Bremer & Jeffrey D Graham & John Cairney, 2019. "A systematic review and meta-analysis on the effects of physically active classrooms on educational and enjoyment outcomes in school age children," PLOS ONE, Public Library of Science, vol. 14(6), pages 1-19, June.
    2. Samson O. Ojo & Daniel P. Bailey & Angel M. Chater & David J. Hewson, 2018. "The Impact of Active Workstations on Workplace Productivity and Performance: A Systematic Review," IJERPH, MDPI, vol. 15(3), pages 1-14, February.
    3. Katie R. Hosteng & Alison Phillips Reichter & Jacob E. Simmering & Lucas J. Carr, 2019. "Uninterrupted Classroom Sitting is Associated with Increased Discomfort and Sleepiness Among College Students," IJERPH, MDPI, vol. 16(14), pages 1-10, July.
    4. Lanae Joubert & Matthew Kilgas & Alexandrea Riley & Yuba Gautam & Lars Donath & Scott Drum, 2017. "In-Class Cycling to Augment College Student Academic Performance and Reduce Physical Inactivity: Results from an RCT," IJERPH, MDPI, vol. 14(11), pages 1-9, November.
    5. Deborah A Cohen & Bing Han & Lisa Kraus & Deborah Rohm Young, 2019. "The trajectory of patterns of light and sedentary physical activity among females, ages 14-23," PLOS ONE, Public Library of Science, vol. 14(11), pages 1-15, November.
    6. Martin Niedermeier & Elisabeth M. Weiss & Lisa Steidl-Müller & Martin Burtscher & Martin Kopp, 2020. "Acute Effects of a Short Bout of Physical Activity on Cognitive Function in Sport Students," IJERPH, MDPI, vol. 17(10), pages 1-13, May.
    7. Casey L. Peiris & Gráinne O’Donoghue & Lewis Rippon & Dominic Meyers & Andrew Hahne & Marcos De Noronha & Julia Lynch & Lisa C. Hanson, 2021. "Classroom Movement Breaks Reduce Sedentary Behavior and Increase Concentration, Alertness and Enjoyment during University Classes: A Mixed-Methods Feasibility Study," IJERPH, MDPI, vol. 18(11), pages 1-14, May.
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    Cited by:

    1. José Francisco Jiménez-Parra & Noelia Belando-Pedreño & Alfonso Valero-Valenzuela, 2022. "The Effects of the ACTIVE VALUES Program on Psychosocial Aspects and Executive Functions," IJERPH, MDPI, vol. 20(1), pages 1-12, December.

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