Understanding the Benefits of Brief Classroom-Based Physical Activity Interventions on Primary School-Aged Children's Enjoyment and Subjective Wellbeing: A Systematic Review

Autor/inn/en	Papadopoulos, Nicole; Mantilla, Ana; Bussey, Katherine; Emonson, Chloe; Olive, Lisa; McGillivray, Jane; Pesce, Caterina; Lewis, Samantha; Rinehart, Nicole
Titel	Understanding the Benefits of Brief Classroom-Based Physical Activity Interventions on Primary School-Aged Children's Enjoyment and Subjective Wellbeing: A Systematic Review
Quelle	In: Journal of School Health, 92 (2022) 9, S.916-932 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Papadopoulos, Nicole) ORCID (Mantilla, Ana) ORCID (Bussey, Katherine) ORCID (Emonson, Chloe) ORCID (Olive, Lisa) ORCID (McGillivray, Jane) ORCID (Pesce, Caterina) ORCID (Lewis, Samantha) ORCID (Rinehart, Nicole)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.13196
Schlagwörter	Educational Benefits; Health Promotion; Health Behavior; Recess Breaks; Physical Activities; Elementary School Students; Well Being; Student Attitudes; Research Reports; Intervention; Self Efficacy; Quality of Life; Video Technology; Self Esteem; Outcomes of Education; Correlation + Suchen Sie Ihr Suchwort? Bildungsertrag; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Health behaviour; Gesundheitsverhalten; Aktive Pause; Well-being; Wellness; Wohlbefinden; Schülerverhalten; Research report; Forschungsbericht; Self-efficacy; Selbstwirksamkeit; Lebensqualität; Self-esteem; Selbstaufmerksamkeit; Lernleistung; Schulerfolg; Korrelation
Abstract	Background: Engaging in classroom-based physical activity (PA) breaks may help increase children's subjective wellbeing and enjoyment of PA, important precursors for children to remain engaged in PA. We conducted a systematic review to investigate the effect of brief classroom-based PA interventions on primary school children's subjective wellbeing and enjoyment of PA. Methods: Databases were reviewed between the earliest date of records and April 2020. Eligibility criteria included peer-reviewed empirical quantitative or mixed methods studies reporting enjoyment of PA or wellbeing outcomes of participating in a brief classroom-based PA program. Fifteen papers were included. Interventions supported 7022 child participants enrolled at baseline and 6286 children analyzed in interventions across 148 schools. Results: Thirteen studies examined the effect of brief classroom-based PA interventions on subjective wellbeing. Four found a significant positive effect for children in the intervention group (specifically for children's self-efficacy in learning with video exercises, quality of life, and self-confidence). Eight studies examined the effect of brief classroom-based PA interventions on enjoyment of PA. Five studies reported a positive effect for children in the intervention group and only 1 study found a negative effect for 1 grade level of children in the intervention group. The remaining studies with wellbeing and/or enjoyment outcomes reported no significant effect. Conclusions: Findings from these studies indicate that the integration of brief PA breaks may support PA enjoyment and specific self-beliefs and quality of life perceptions that contribute to children's subjective wellbeing. However, more research is needed to confirm this effect. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01