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Active School-Based Interventions to Interrupt Prolonged Sitting Improve Daily Physical Activity: A Systematic Review and Meta-Analysis

Author

Listed:
  • Marta Amor-Barbosa

    (Physiotherapy Department, Universitat Internacional de Catalunya, 08195 Barcelona, Spain)

  • Anna Ortega-Martínez

    (Physiotherapy Department, Universitat Internacional de Catalunya, 08195 Barcelona, Spain
    Physiotherapy Department, Fundació Aspace Catalunya, 08001 Barcelona, Spain)

  • Andoni Carrasco-Uribarren

    (Physiotherapy Department, Universitat Internacional de Catalunya, 08195 Barcelona, Spain)

  • Maria Caridad Bagur-Calafat

    (Physiotherapy Department, Universitat Internacional de Catalunya, 08195 Barcelona, Spain)

Abstract

Background: Sedentary behavior (SB) is a negative routine for health, especially during advancing age. Promoting an active lifestyle and reducing SB is a global endeavor. The aim of this study was to analyze the effects of active school-based programs to interrupt prolonged sitting for daily physical activity (PA) and daily SB in children and adolescents. Methods: A systematic review was conducted. Clinical trials analyzing the effect of interrupting prolonged sitting with active breaks and classroom-based PA were included. Studies that implemented PA in class without interrupting prolonged sitting or those that implemented multimodal interventions were excluded. A systematic search was conducted in 6 databases: Medline, WOS, Cochrane Library, SPORTDiscus, CINAHL and EMBASE. Primary outcomes were daily PA and daily SB, while moderate-to vigorous physical activity (MVPA) was considered a secondary outcome. Results: Six studies were included, with a total of 976 participants between 6–14 years. The interventions were heterogeneous in duration of the sitting time interruption (5–30 min), frequency (1–3 times per-day up to three times per-week) and total duration (five days to three years). 50% of the studies scored “high risk” of bias. Three meta-analyses were performed for daily PA, MVPA and SB, showing a significant improvement in the daily PA and MVPA. Conclusions: School-based programs aimed to interrupt prolonged sitting could be a good strategy to improve daily PA and MVPA levels. (Registration number: CRD42022358933).

Suggested Citation

  • Marta Amor-Barbosa & Anna Ortega-Martínez & Andoni Carrasco-Uribarren & Maria Caridad Bagur-Calafat, 2022. "Active School-Based Interventions to Interrupt Prolonged Sitting Improve Daily Physical Activity: A Systematic Review and Meta-Analysis," IJERPH, MDPI, vol. 19(22), pages 1-12, November.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:22:p:15409-:d:979706
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    References listed on IDEAS

    as
    1. Alice Masini & Sofia Marini & Erica Leoni & Giovanni Lorusso & Stefania Toselli & Alessia Tessari & Andrea Ceciliani & Laura Dallolio, 2020. "Active Breaks: A Pilot and Feasibility Study to Evaluate the Effectiveness of Physical Activity Levels in a School Based Intervention in an Italian Primary School," IJERPH, MDPI, vol. 17(12), pages 1-15, June.
    2. Lea Auhuber & Mandy Vogel & Nico Grafe & Wieland Kiess & Tanja Poulain, 2019. "Leisure Activities of Healthy Children and Adolescents," IJERPH, MDPI, vol. 16(12), pages 1-13, June.
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