Effect of active lessons on physical activity, academic and health outcomes: A systematic review (Pre-published version)

Abstract

Purpose. To conduct a systematic review of classroom-based PA interventions which integrate academic content and assess the effectiveness of the interventions on PA, learning, facilitators of learning, and health outcomes. Method. Six electronic databases (ERIC; PubMed; Google Scholar; Science Direct; Cochrane Library, and EMBASE) and reference lists were searched for English language articles, published January 1990 - March 2015, reporting classroom-based interventions which deliberately taught academic content using physically active teaching methods, > 1 week duration, with PA, health, learning or facilitators of learning outcomes. Full text articles were reviewed by two authors. Data was extracted onto an Excel spreadsheet and authors were contacted to confirm accuracy of information presented. Results. Fifteen studies met the inclusion criteria. Six studies reporting on PA levels were found to have medium-to-large effect sizes. All four studies reporting learning outcomes reported positive effects of intervention lessons. Teachers and students were pleased with the programmes and enhanced on-task-behavior was identified (n = 3). Positive effects were also reported on students’ BMI levels (n = 3). Conclusions. Physically active academic lessons increase PA levels and may benefit learning and health outcomes. These teaching methods are also positively received and enjoyed by both students and teachers. These findings emphasize the need for such interventions to contribute towards public health policy.