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Improvement of In-School Physical Activity with Active School-Based Interventions to Interrupt Prolonged Sitting: A Systematic Review and Meta-Analysis

Author

Listed:
  • Andoni Carrasco-Uribarren

    (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)

  • Marta Amor-Barbosa

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

  • Aida Cadellans-Arróniz

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

  • Sara Cabanillas-Barea

    (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 behaviors have increased in recent years and their consequences have led the World Health Organization to make recommendations for promoting a more active lifestyle. The school environment has been defined as a key place for achieving this objective for children and adolescents. This systematic review and meta-analysis aims to analyze the effect of active-break interventions for interrupting prolonged sitting times during school-time on physical activity (PA) and sedentary behavior (SB), at school, in childhood and youth. Methods: A systematic review and meta-analysis were carried out, including clinical trials aimed at assessing the effects of interrupting prolonged sitting at school with active breaks on in-school PA and/or SB. Multimodal and static interventions were excluded. Six databases were analyzed: Medline, WOS, Cochrane Library, SPORT Discus, CINAHL and EMBASE. PA, SB; moderate-to-vigorous physical activity (MVPA) were the variables considered. Results: Nine studies were included, with a total of 2145 children between 6 and 12 years old. The heterogeneity in the duration (five–sixty min), the frequency (one–three times per-day up to three times per week), and duration (five days to three years) of the interventions was detected. The meta-analyses for in-school PA, MVPA, and SB were performed, showing a significant improvement in both PA and MVPA. Conclusions: Interrupting prolonged sitting with active-based school interventions could improve PA and MVPA levels during school time. (PROSPERO: CRD42022358933).

Suggested Citation

  • Andoni Carrasco-Uribarren & Anna Ortega-Martínez & Marta Amor-Barbosa & Aida Cadellans-Arróniz & Sara Cabanillas-Barea & Maria Caridad Bagur-Calafat, 2023. "Improvement of In-School Physical Activity with Active School-Based Interventions to Interrupt Prolonged Sitting: A Systematic Review and Meta-Analysis," IJERPH, MDPI, vol. 20(2), pages 1-13, January.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:2:p:1636-:d:1037719
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    References listed on IDEAS

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    1. Julián A. Muñoz-Parreño & Noelia Belando-Pedreño & Gema Torres-Luque & Alfonso Valero-Valenzuela, 2020. "Improvements in Physical Activity Levels after the Implementation of an Active-Break-Model-Based Program in a Primary School," Sustainability, MDPI, vol. 12(9), pages 1-12, April.
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