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

Andoni Carrasco-Uribarren, Anna Ortega-Martínez (), Marta Amor-Barbosa (), Aida Cadellans-Arróniz, Sara Cabanillas-Barea and Maria Caridad Bagur-Calafat
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Andoni Carrasco-Uribarren: Physiotherapy Department, Universitat Internacional de Catalunya, 08195 Barcelona, Spain
Anna Ortega-Martínez: Physiotherapy Department, Universitat Internacional de Catalunya, 08195 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

IJERPH, 2023, vol. 20, issue 2, 1-13

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).

Keywords: physical activity; moderate-to-vigorous physical activity; sedentary behavior; sitting interruption; school; children; adolescents (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2023
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Persistent link: https://EconPapers.repec.org/RePEc:gam:jijerp:v:20:y:2023:i:2:p:1636-:d:1037719

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