Effects of physically active lessons on physical activity, health and educational outcomes: An updated systematic review and meta-analysis
ISPAH ePoster Library. Norris E. 10/15/18; 225139; 242
Dr. Emma Norris
Dr. Emma Norris
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Abstract
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Abstract Introduction:<\b>
Physically active lessons, combining physical activity with educational content, have been investigated as an alternative to typical seated lessons. This updated systematic review provides a qualitative synthesis of evidence of physically active lessons, as well as the first meta-analysis of outcome data. Research questions are: 1) What are the effects of physically active lesson interventions on i) physical activity, ii) health and iii) educational outcomes? 2) What study features moderate these effects? and 3) What is the risk of bias within these identified interventions?. Methods:<\b>
PubMed, Embase, PsycINFO, ERIC and Web of Science electronic databases and grey literature were searched. Reference lists of included studies were also searched and included authors were contacted for relevant, unpublished literature. Inclusion criteria were: 1) Population: typically developing school pupils of any age, 2) Intervention: classroom lessons combining educational content with physical activity, 3) Comparator: Studies featuring a control group (randomised or non-randomised), 4) Outcomes: Any physical activity, health or educational outcome, 5) Reported in English. Studies investigating active breaks without educational content, after-school or recess interventions or physically active lessons within complex interventions were excluded. Risk of bias of included studies will be assessed using the Cochrane Risk of Bias tool. Review was pre-registered via Prospero (CRD42017076933). Results:<\b>
Data extraction of identified papers is underway. Full results will be available in Summer 2018 ahead of the conference.Conclusions: The review’s findings will provide qualitative and quantitative syntheses of the effects of physically active lesson interventions, with assessment of risk of bias. External funding details n/a
Abstract Introduction:<\b>
Physically active lessons, combining physical activity with educational content, have been investigated as an alternative to typical seated lessons. This updated systematic review provides a qualitative synthesis of evidence of physically active lessons, as well as the first meta-analysis of outcome data. Research questions are: 1) What are the effects of physically active lesson interventions on i) physical activity, ii) health and iii) educational outcomes? 2) What study features moderate these effects? and 3) What is the risk of bias within these identified interventions?. Methods:<\b>
PubMed, Embase, PsycINFO, ERIC and Web of Science electronic databases and grey literature were searched. Reference lists of included studies were also searched and included authors were contacted for relevant, unpublished literature. Inclusion criteria were: 1) Population: typically developing school pupils of any age, 2) Intervention: classroom lessons combining educational content with physical activity, 3) Comparator: Studies featuring a control group (randomised or non-randomised), 4) Outcomes: Any physical activity, health or educational outcome, 5) Reported in English. Studies investigating active breaks without educational content, after-school or recess interventions or physically active lessons within complex interventions were excluded. Risk of bias of included studies will be assessed using the Cochrane Risk of Bias tool. Review was pre-registered via Prospero (CRD42017076933). Results:<\b>
Data extraction of identified papers is underway. Full results will be available in Summer 2018 ahead of the conference.Conclusions: The review’s findings will provide qualitative and quantitative syntheses of the effects of physically active lesson interventions, with assessment of risk of bias. External funding details n/a
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