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How to Reduce Physical Inactivity in School Context? A Systematic Review of the Concept of Body Practices

Author

Listed:
  • Rodrigo Soto-Lagos

    (Department of Management and Public Policies, Faculty of Administration and Economics, University of Santiago of Chile, Santiago 9170022, Chile)

  • Tatiana Castillo-Parada

    (Department of Management and Public Policies, Faculty of Administration and Economics, University of Santiago of Chile, Santiago 9170022, Chile)

  • Luiz Pozo-Gómez

    (Department of Management and Public Policies, Faculty of Administration and Economics, University of Santiago of Chile, Santiago 9170022, Chile)

  • Pablo Romero-Álvarez

    (Department of Management and Public Policies, Faculty of Administration and Economics, University of Santiago of Chile, Santiago 9170022, Chile)

  • Gabriel Urzúa

    (Faculty of Psychology, UNIACC University, Santiago 7501277, Chile)

Abstract

(1) Background: Physical inactivity is a recognized global problem, with schools identified by UNESCO and WHO as critical settings for intervention. Despite existing efforts, the prevalence of physical inactivity remains high. This study aims to explore the potential of the concept of body practices as a novel framework to address physical inactivity within school contexts, potentially offering an alternative to traditional intervention models. (2) Methods: This study carried out a systematic review of the concept of body practices to understand its use in the scientific literature. (3) Results: The results indicate that (a) the definition of the concept that the authors used is broad; (b) the problems they face are varied, such as the life cycle, negative emotions, gender, physical inactivity, well-being, and social problems; (c) the research methodologies are predominantly quantitative; (d) and the intervention in schools focuses on students, but not on the entire school community. (4) Conclusions: this concept has great potential for use in initiatives and/or policies that seek to address physical inactivity in the school context.

Suggested Citation

  • Rodrigo Soto-Lagos & Tatiana Castillo-Parada & Luiz Pozo-Gómez & Pablo Romero-Álvarez & Gabriel Urzúa, 2024. "How to Reduce Physical Inactivity in School Context? A Systematic Review of the Concept of Body Practices," IJERPH, MDPI, vol. 21(9), pages 1-11, September.
    • Handle: RePEc:gam:jijerp:v:21:y:2024:i:9:p:1204-:d:1476208
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    References listed on IDEAS

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    1. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
    2. Senlin Chen & Baofu Wang & Stacy Imagbe & Xiangli Gu & Jared Androzzi & Yang Liu & Sami R. Yli-Piipari & Gang Hu & Amanda E. Staiano, 2022. "Adolescents’ Behaviors, Fitness, and Knowledge Related to Active Living before and during the COVID-19 Pandemic: A Repeated Cross-Sectional Analysis," IJERPH, MDPI, vol. 19(5), pages 1-13, February.
    3. Rodrigo Soto-Lagos & Carolina Cortes-Varas & Solange Freire-Arancibia & María-Alejandra Energici & Brent McDonald, 2022. "How Can Physical Inactivity in Girls Be Explained? A Socioecological Study in Public, Subsidized, and Private Schools," IJERPH, MDPI, vol. 19(15), pages 1-18, July.
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