Physically active academic lessons and effect on physical activity and aerobic fitness. The Active School study: A cluster randomized controlled trial.

Per Helge Seljebotn,Marta Olsen,Ingrid Skage,Sindre M Dyrstad,Anette Riskedal,Silje Eikanger Kvalø

doi:10.1016/j.pmedr.2018.12.009

Per Helge Seljebotn, Marta Olsen + Show 4 more

Open Access

https://doi.org/10.1016/j.pmedr.2018.12.009

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Journal: Preventive Medicine Reports	Publication Date: Dec 28, 2018
Citations: 21	License type: cc-by

Affiliation: University of Stavanger

Abstract

The Active School program was designed to positively impact health and academic-related outcomes in school. The core intervention component was physically active academic lessons, a teaching activity that combines physical activity and educational content. The purpose of this study was to investigate the effect of a 10-month, cluster-randomized controlled trial on physical activity level and aerobic fitness conducted in the city of Stavanger, Norway, in 2014–15. The physical activity level during physically active academic lessons was also studied. A total of 447 children (9–10 years) participated. The weekly intervention consisted of physically active academic lessons, physically active homework and physically active recess. Physical activity level and aerobic fitness were measured objectively by accelerometry and a 10-minute interval running test. Intervention effects were found for time in moderate to vigorous physical activity (MVPA) (adjusted mean difference of 8 min/day, 95% CI: 3.4–13, p < 0.001) and total physical activity (60 counts/min, 95% CI: 15–105, p = 0.009). Children with low aerobic fitness increased their running distance compared to controls (d = 0.46; p = 0.001). During physically active academic lessons children spent 26% of the time in MVPA, which was comparable to physical education lessons. The Active School program successfully increased physical activity for the intervention group and aerobic fitness for the least fit children. The activity level during physically active academic lessons was as high as in physical education lessons. Clinicaltrail.gov ID identifier: NCT03436355.

Highlights

Evidence suggests that there are positive associations between physical activity (PA), fitness, cognition and academic achievement (Donnelly et al, 2016)
It was found that a 10% increase in total PA level was enough to give a moderate effect on running distance for the least aerobically fit children
Even though it is not possible to determine the size of the contribution from each of the three different intervention components, physically active lessons stand out as an effective intervention for reducing sedentary time and increasing PA and fitness in school without reducing academic content

Summary

Introduction

Evidence suggests that there are positive associations between physical activity (PA), fitness, cognition and academic achievement (Donnelly et al, 2016). Findings supporting the importance of PA for academic learning, and not just health, have increased the interest in PA among politicians and decision makers. Schools are a very promising setting for PA promotion since the majority of potential participants are reached regardless of socioeconomic status, and many school-based interventions on PA and fitness have been found to be effective (Cohen et al, 2015; Dobbins et al, 2013; Kriemler et al, 2011). Introducing interventions that are complementary to teacher-related activities is of importance in the real-world setting. In physically active academic lessons, hereafter referred to as physically active lessons, teachers combine academic content with PA to increase both learning outcomes and health

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