School Physical Education Classes Research Articles

STUDY REGARDING THE USE OF FITNESS EXERCISES DURING MIDDLE SCHOOL PHYSICAL EDUCATION CLASSES

In the current structure of Romanian pre-university education, primary school and middle school represent mandatory and free stages of education, ensuring elementary education, forming the children's personalities and giving them the knowledge and skills to stimulate their effective and creative relation to their social and natural environment, allowing the continuation of their education.The middle school physical education class must combine the most representative and interesting games that would harmoniously develop the children's bodies, as well as develop a series of moral skills, such as a solidarity with their team's interests, defeating their own egotistical and brutal urges, taking responsibility for their own actions, will, tenacity, self-control, etc.

Perceptions of teachers and students about the use of ICTs in physical education classes: uses, advantages, and projections

The digitalization of societies is not a homogeneous or mechanistic process that moves in parallel to technological processes, since the uses of ICT are linked to the social and political contingency of each country. Consequently, this paper set out to analyze the perception of teachers and students about the use of ICTs in Physical Education classes in schools in Santiago of Chile. The use of ICTs in Physical Education is uncommon in Chile, these are focused on physical exercise and folklore teaching. A qualitative methodology was used. Based on structured interviews with teachers and students from schools in the southern area of Santiago. These were analyzed through Atlasti software. A qualitative analysis of content and a thematic analysis was carried out through data coding. The results show that there are differences in the perception of ICT by teachers and students. The former prioritize technologies applied to physical exercise. The latter consider that technologies are important for obtaining information and managing communication between teacher and student. It is concluded that it is necessary to generate institutional mechanisms that allow socialization in new skills and knowledge of technologies, since the lack of training in these skills could produce severe problems in the integration into the new digital society that is developing in Chile. Likewise, there is a generational gap in the use of this type of technologies, which would affect the older population. Keywords: ICTs in the classroom; Physical education; Digital society; Education in Chile.

Effect of virtual reality-based exercise and physical exercise on adolescents with overweight and obesity: study protocol for a randomised controlled trial

IntroductionObesity is a complex and multifactorial disease that has affected many adolescents in recent decades. Clinical practice guidelines recommend exercise as the key treatment option for adolescents with overweight and...

Comparison of Several Anthropometric Indices Related to Body Fat in Predicting Cardiorespiratory Fitness in School-Aged Children-A Single-Center Cross-Sectional Study.

Body fat (BF) and cardiorespiratory fitness (CRF) are important health markers that ought to be considered in screening exams. The aim of this study was to assess the value of six indicators, i.e., tri-ponderal mass index (TMI), relative fat mass (RFM), waist-BMI ratio, waist-to-height ratio (WHtR), waist-to-hip ratio (WHR) and body mass index (BMI) in predicting CRF in school-aged children. The analysis was based on the data coming from the examination of 190 children participating in school physical education (PE) classes. Their body weight (BW) and height (BH), waist and hip circumference (WC; HC) and percentage of body fat (%BF) were measured; the CRF test was performed with the use of the 20 m shuttle run test (20 mSRT); peak heart rate (HRpeak) was measured; TMI, relative fat mass pediatric (RFMp), waist-BMI ratio, WHtR, BMI and WHR were calculated. Statistical analysis was mainly conducted using regression models. The developed regression models, with respect to the sex and age of the children, revealed RFMp as the strongest CRF indicator (R2 = 51.1%) and WHR as well as waist-BMI ratio as the weakest ones (R2 = 39.2% and R2 = 40.5%, respectively). In predicting CRF in school-aged children, RFMp turned out to be comparable to body fat percentage obtained by means of the bioimpedance analysis (BIA) (R2 = 50.3%), and as such it can be used as a simple screening measure in prophylactic exams of school children. All of these models were statistically significant (p < 0.001).

Capoeira as a critical pedagogy tool in physical education: from a continuing professional development program to the classroom

ABSTRACT Background In this globalized world with a predominantly Eurocentric/androcentric approach to physical education (PE) teaching, there is a need to broaden school curricula from a critical, decolonizing approach. Capoeira is a manifestation of Afro-Brazilian popular culture combining dance, fight, and play that has historical links to slavery. Because it is removed from the hegemonic culture of sport and physical activity, it can be used to develop critical pedagogy through movement and corporeality. Teachers, however, must be equipped with the necessary skills and knowledge to implement this critical approach in their curricula. A team of researchers at the National Institute of Physical Education of Catalonia (INEFC) developed a continuing professional development (CPD) course to introduce PE teachers to the history and potential of capoeira as a socio-critical pedagogical tool. Purpose To explore the opportunities and challenges that capoeira brings as a pedagogical tool for addressing social issues as perceived by PE teachers who took a CPD course on capoeira (Capoeira-CPDC). Methodology This study was divided into two phases: an initial phase analyzing the TTC on capoeira as a pedagogical tool for PE taken by 12 PE teachers and a second phase analyzing the transfer of knowledge by a primary and a secondary school teacher from the same school who participated in the course. Data were collected via participative and non-participative observation with analysis of diary entries made by the lead researcher-teacher educator, the 12 teachers who participated in the Capoeira-CPDC in phase 1, and the two teachers who incorporated capoeira into their PE classes in phase 2; answers to the course feedback form; and transcripts from a semi-structured interview held with the two teachers who taught capoeira. Results The Capoeira-CPDC and subsequent incorporation of capoeira into primary and secondary school PE classes showed a wide array of benefits and limitations that this practice can offer in terms of addressing social justice, interculturality, and coeducation issues. The socio-critical pedagogical model employed in the Capoeira-CPDC, which focused on both the technical aspects of capoeira and the historical and cultural significance of the movements involved, fostered active-reflective thinking among the participating teachers. Certain challenges, however, were observed in the second phase of the study, in particular difficulties dealing directly with the subject of slavery in PE classes, a romantic-assimilation-based vision of physical activity and sport as an intercultural tool, and gender-role stereotyping by teachers. Conclusion This study highlights the potential of capoeira as a pedagogical tool for addressing social justice, interculturality, and coeducation issues from a socio-critical approach. It also highlights potential difficulties in the classroom and the importance of addressing social justice issues in PE teacher CPD courses and facilitating tools to work on cultural diversity and gender belief systems.

Effects of Cha-Cha Dance Training on Physical-Fitness-Related Indicators of Hearing-Impaired Students: A Randomized Controlled Trial.

(1) Background: The physical fitness (PF) of hearing-impaired students has always been an international research hotspot since hearing-impaired students have difficulty in social interactions such as exercise or fitness programs. Sports interventions are proven to improve the fitness levels of hearing-impaired students; however, few studies evaluating the influence of Cha-cha (a type of Dance sport) training on the PF levels of hearing-impaired students have been conducted. (2) Purpose: This study aimed to intervene in hearing-impaired children through 12 weeks of Cha-cha dance training, evaluating its effects on their PF-related indicators, thus providing a scientific experimental basis for hearing-impaired children to participate in dance exercises effectively. (3) Methods: Thirty students with hearing impairment were randomly divided into two groups, and there was no difference in PF indicators between the two groups. The Cha-cha dance training group (CTG, n = 15) regularly participated in 90-min Cha-cha dance classes five times a week and the intervention lasted a total of 12 weeks, while the control group (CONG, n = 15) lived a normal life (including school physical education classes). Related indicators of PF were measured before and after the intervention, and a two-way repeated-measures analysis of variance was performed. (4) Results: After training, the standing long jump (CONG: 1.556 ± 0.256 vs. CTG: 1.784 ± 0.328, p = 0.0136, ES = 0.8081), sit-and-reach (CONG: 21.467 ± 4.539 vs. CTG: 25.416 ± 5.048, p = 0.0328, ES = 0.8528), sit-ups (CONG: 13.867 ± 4.912 vs. CTG: 27.867 ± 6.833, p < 0.0001, ES = 2.4677) and jump rope (CONG: 52.467 ± 29.691 vs. CTG: 68.600 ± 21.320, p = 0.0067, ES = 0.6547) scores showed significant differences. (5) Conclusions: After 12 weeks of Cha-cha dance training for hearing-impaired students, the PF level of hearing-impaired students in lower-body strength, flexibility, core strength, and cardiorespiratory endurance were effectively improved; however, there was no significant change in body shape, upper-body strength, vital capacity, and speed ability.

중등 체육수업 팀정체성, 팀유대감, 집단의존성 간의 인과모형 검증

중등 체육수업 팀정체성, 팀유대감, 집단의존성 간의 인과모형 검증

Effects of physical activity combined with different visual target presentation durations of ciliary-muscle training on visual acuity in children.

This study aimed to identify the effect of different durations of visual target presentation during ciliary-muscle training on children's kinetic visual acuity (KVA), uncorrected distance visual acuity (UDVA), axial length, and accommodative facility. Based on the ciliary-muscle regulation mechanism, an intervention program involving ciliary-muscle training with different durations of visual target presentation combined with physical education classes was designed. The intervention aimed to determine the effect of different ciliary-muscle training durations on children's visual acuity. A total of 153 children aged 10-11 years from a school in Suzhou (a major city located in southeastern Jiangsu Province, East China) were enrolled as participants in this 32-week intervention study. This study measured the participants' UDVA and KVA before, during (after the 16th week), and after (after the 32nd week) the experimental intervention. The accommodative facility was measured during and after the intervention. After 32 weeks of the intervention, the KVA and UDVA of each experimental group were significantly improved (p < 0.05). A high percentage in the improvement of KVA was observed in the 3-s and 1-s groups (25.53%, 21.74%), and the highest percentage in the improvement of UDVA was observed in the 3-s group (2.96%). Axial length increased significantly in all groups (p < 0.05), and there was a low percentage increase in the 1-s and 3-s groups (0.82%). The accommodative facility was significantly improved in all experimental groups, with a higher improvement percentage in the 3-s and 1-s groups (3.01% and 2.61%, respectively). After dividing the children in each group according to their visual acuity, the KVA of children in the 1-s group was significantly improved, the UDVA of children with myopia was significantly increased, and the accommodative facility of children with mild and moderate myopia was significantly improved. Moreover, the KVA, UDVA, and accommodative facility of children with mild and moderate myopia in the 3-s group were significantly improved. The KVA of children with emmetropia and the accommodative facility of children with mild and moderate myopia in the 5-s group were also significantly increased. In school physical education classes, the 1-s, 3-s, and 5-s ciliary-muscle regulating exercise could effectively improve the kinetic visual acuity, uncorrected distance visual acuity, and accommodative facility of children aged 10-11 years. Among them, the effects of the 1-s and 3-s durations are better than that of the 5-s duration, as it can reduce the growth rate of axial length and achieve better effects among children with mild and moderate myopia.

Instructional cues in the teaching of dribbling in school physical education classes

Background and Study Aim. A cue is a short and concise instruction about the key aspects of a successful performance. In addition to an attentional strategy, an instructional cue has been considered as a Physical Education teaching content for developing the students' knowledge about performing motor skills. This study investigated the effects of perceptual and motor instructional cues on the learning of dribbling during physical education classes at school. Material and Methods. The sample comprised 81 students from three elementary full-time classes of a public school, aged between 6 to 9 years old. The study consisted of three experimental groups each one from a given PE classroom: (1) perceptual cue - “eye on the circuit”; (2) motor cue - “pushing the ball at waist level”; and control group – no cue. Results. Results showed that motor cue group improved the performance in relation to all measures (stage of development, ball control, and runtime). In addition, they revealed that this group had superior performance comparatively to perceptual cue and control groups. Conclusions. This study examined the effect of verbal motor cues on students' learning of dribbling in a Physical Education class. The results showed that the verbal motor cue functioned as a useful tool for providing students with information about the correct technique for dribbling. This information helped students to understand and execute the correct technique, resulting in improved dribbling performance. Overall, this study suggests that verbal motor cues can be a valuable teaching tool for Physical Education teachers when designing practice tasks. By selecting instructions that have the potential to improve students' knowledge about performance, teachers can help their students to acquire skills more effectively. These findings have important implications for the design of practice tasks in Physical Education classes and can help to optimize student learning outcomes.

Inclusion of Special Educational Needs in the “Physical Education and Health” class: A Review

Abstract: From international and national agreements, considering the legislation in Chile, Inclusive Education requires having an in-depth understanding of theoretical, normative and legislative constructs so that the teacher can transform and innovate in the school Physical Education class. For this reason, the research question of this review is: How should the appropriation of Educational Inclusion take form for students with Special Educational Needs and living with disabilities when realized by Physical Education teachers? The keywords "Inclusion", "Educational inclusion", "Special educational needs", and "People with disabilities" were used in the Library of National Congress and the Ministry of Education (Chile). Furthermore, decrees and laws were found regulating the teaching profession in school contexts. Finally, school Physical Education teachers must work collaboratively with education professionals if they do not know how to interpret the current regulations that guide their duties. Vital points were evidenced considering the Physical Education initial training, ministerial documents and laws that would allow educational inclusion in the Physical Education and Health class. However, an appropriation of the agreements, regulations and legislation by the Physical Education teacher is even more required.

Stakeholders’ perceptions of within-class ability grouping in a primary school physical education unit

ABSTRACT Background Ability grouping in education is the practice of separating students into different groups or classes according to their actual or perceived ability levels. Studies of ability grouping in physical education have been few in number or broad in purpose and methodology. What is certain however is that the voices of students remain principally absent. Purpose To examine the pedagogical practice of physical ability grouping from the perspective of teachers and students following a 20-lesson unit in a primary school physical education class. Method One hundred and sixty-five fifth-grade students from three different physical education classes in the United States participated in 20 lesson units of tchoukball. Students in each class were divided into nine teams making up three leagues: Snakes (higher skilled), Dragons (middle level), and Tigers (lower skilled). Each league was led by one of the three teachers responsible for instruction. Individual interviews were conducted with all three teachers, while 24 interviews were conducted with the student participants. While the interviews were open-ended, particular attention was given to participant perceptions of the ability grouping used in the tchoukball unit. Results Four findings are reported generated from teacher interviews: perceptions of grouping outcomes; (ii) perceptions of student engagement; (iii) impact on teaching; and (iv) future intentions with respect to forming groups in physical education. Four further outcomes were created by capturing the voices of the students: (i) their positive overall perceptions of the unit; (ii) their responses to being in their groups; (iii) interactions with teachers; (iv) comparisons with previous physical education lessons. Discussion The discussion is organized around a set of questions that might be considered by teachers if they decide to initiate ability grouping. They are also designed to serve as possible research questions that could be taken up to advance our understanding of the practices of grouping in physical education. These are: (i) are ‘soft’ approaches to grouping the only defendable option? (ii) (how) is it possible to ensure an even distribution of benefit across all students? (iii) what advantages (if any) are to be gained by providing chances to learn from higher skilled classmates? and (iv) are grouping labels necessary?

Are happier adolescents more willing to protect the environment? Empirical evidence from Programme for International Student Assessment 2018.

A large number of existing studies have discussed the potential factors affecting pro-environmental behaviors (PEBs) in adolescents. However, few studies have focused on the possible impact of adolescents' subjective wellbeing (SWB) on their PEBs. Why and how adolescents' SWB affects their PEBs remains a puzzle. To unravel this puzzle, this paper aims to establish a suitable instrumental variable (IV) to correctly estimate the contribution of adolescents' SWB to their PEBs. Using the international data from the Organisation for Economic Co-operation and Development (OECD) 's Programme for International Student Assessment 2018, we construct a unique dataset of eight countries or economies, which includes 56,374 samples related to the SWB and PEBs of 15-year-old students. In this paper, the days of physical education classes in school per week are used as the IV. Through a two-stage least squares method, we find that the contribution of adolescents' SWB to PEBs is significantly positive. We also find that the pathway by which SWB improves PEBs works through adolescents' self-efficacy. Furthermore, the results indicate that the positive impact of SWB on PEBs is more pronounced among adolescents with better peer relationships and stronger multicultural values. Our findings highlight the influence of positive affects in cultivating adolescent' PEBs and the importance of growing up surrounded by happiness.

SELF-CONTROL AND INJURY PREVENTION IN STUDENTS IN PHYSICAL CULTURE AND SPORTS

Physical culture and sports have become an integral part of the life of modern society. Physical education classes in schools are not the only place where sports are encouraged. Every year more and more people visit sports stadiums and halls and engage in intense physical exercise. In this regard, medical monitoring of the health of athletes is becoming increasingly important. Self-control and measures to prevent injuries also play an important role. The purpose of this article is to study the features of self-control and prevention of injuries in independent physical education and sports.

Preliminary Evaluation of Sedentary Lifestyle in Italian Children after Solid Transplant: What Role Could Physical Activity Play in Health? It Is Time to Move.

Advances in the medical-surgical field have significantly increased survival after solid organ transplantation in the pediatric population. However, these patients are predisposed to the development of long-term complications (e.g., cardiovascular disease). The therapeutic role of physical activity (PA) to counteract these complications is well known. The purpose of the study was to investigate the level of PA in a pediatric population after solid organ transplantation. In the first 4 weeks at the beginning of the school year, the Physical Activity Questionnaire for Older Children and Adolescents was administered to young patients who had previously undergone solid transplants at our institute. Questionnaires of 49 patients (57.1% female, mean age 13.2 ± 3.5 years) were analyzed and 32.7% of subjects did not perform any exercise during school physical education classes. Only 24% practiced a moderate quantity of exercise in the previous week (2-3 times/week) and 72% engaged in sedentary behaviors during weekends. Preliminary data confirmed that young recipients are still far from meeting the minimum indications of the World Health Organization on PA and sedentary behavior. It will be necessary to increase their involvement in PA programs in order not only to increase their life expectancy but also to improve their quality of life.

An Investigation of the Utility of Waist Circumference Predicting Cardiorespiratory Fitness in School Children: A Cross-Sectional Study

The early identification of modifiable risk factors and their monitoring, also within school physical education (PE) classes, are becoming indispensable in the context of public health. The aim of this study was to test whether making use of waist circumference (WC) measurements increases the possibility of predicting the results of cardiorespiratory fitness (CRF) in school-age children, as compared with body mass index (BMI) and other somatic indicators related to body fat. The cross-sectional study covered 190 children aged 10 to 15 years, participating in school PE classes. Body height (BH), body weight (BW), WC, hip circumference (HC) and percentage of body fat (BF%) were measured. BMI, waist to hip ratio (WHR) and waist to height ratio (WHtR) were calculated, and a CRF test was performed by means of a 20 m shuttle run test (20mSRT). The peak heart rate (HRpeak) of the children was also measured. The regression model that was developed showed that WC (R2 = 47.1%), beyond BF% (R2 = 50.3%) and WHtR (R2 = 50.0%), was a useful measure of CRF, and stronger than BMI (R2 = 45.8%) or WHR (R2 = 39.2%). The risk of obtaining the CRF result classified below a good level (below the percentile range of P60-P80) was significantly higher in children with a larger WC (odds ratio (OR) for the WC change of 1 cm equals 1.14 (95% CI: 1.09-1.20; p < 0.001)). The simplicity of measuring WC and the possibility of using this measurement in the calculation of WHtR with reference to CRF indicate its usefulness in the prophylactic exams of school children.

Optimizing the Educational Process for Students in Special Schools – Study on the Development of Static and Dynamic Balance through Activation and Toning of the Core Area in Physical Education Lessons

The study assessed the impact of core activation and toning programs on the static and dynamic balance of students with special educational needs (SEN) in middle school physical education classes. We found that over a period of 6 weeks, with 2 lessons per week, these programs led to significant improvements in the students’ balance, regardless of the type of disability. Students with visual impairments and sedentary lifestyles showed the greatest progress. Somatic and functional measurements were conducted on the 15 students with special needs, and 9 tests (Bass Test, Flamingo Test, Functional Reach Test, Unipodal Test with left eye closed, Unipodal Test with right eye closed, Unipodal Test with left eye open, Unipodal Test with right eye open, Y-Balance Test left, Y-Balance Test right) were administered to assess static and dynamic balance. After implementing the core activation and toning program, a correlation analysis between the two variables was conducted, followed by the calculation of the t-test for paired samples to assess if there were significant differences between the two sets of measurements and tests. After 6 weeks of using core activation and toning exercises with a frequency of 2 lessons per week for students with special needs, we observed a favourable increase in both static and dynamic balance for six pairs of tests. The differences were statistically significant at a significance level of 0.05 out of the 9 tests conducted. Proprioceptive stimulation played a crucial role in these improvements in static and dynamic balance among those with various types of disabilities (intellectual, visual, and auditory). We recommend incorporating core activation and toning programs into physical education for children with disabilities to enhance muscle tone and balance. However, the small sample size reminds us that data generalization should be done with caution, and we suggest conducting further studies with a larger number of participants and a longer training duration. This study emphasizes the importance of balance development among students with SEN and the potential benefits of a core-focused approach in middle school physical education.

Fostering Need-Supportive Behaviors in Physical Education Teachers and Parents: A Cluster Randomized Controlled Trial Study Protocol of a Web-Based Intervention on Secondary School Students' Physical Activity.

Despite various benefits of physical activity, children are increasingly inactive. Both school physical education classes and support from parents are important determinants of physical activity level of children and adolescents. We aim to develop a web-based intervention for physical education teachers and parents to teach them to be more need-supportive towards children when discussing physical activity and thus increase children’s autonomous motivation towards it. The study will adopt a waitlist-control design with cluster randomization by schools. The intervention content is based on self-determination theory. Specifically, the teachers and parents will be introduced to a series of motivation and behavior change techniques to help them satisfy the children’s psychological needs for autonomy, competence, and relatedness in physical activity. The targeted group in the six-week intervention is comprised of students aged 12–14 years. The primary outcome variable, physical activity of students, will be assessed via self-report questionnaires at baseline, post-intervention, one-month and six-month follow-up. Web-based intervention programs are cost-effective, allow self-paced learning and enable reaching larger audiences. If this project proves to be effective, a highly valuable web-based solution would be available for PE teachers and parents to help increase students’ physical activity levels.

Heuristic Learning as a Method for Improving Students' Teamwork Skills in Physical Education.

Transversal skills are the knowledge, skills, and personal qualities that are currently needed to meet the demands of the working world and everyday life. Schools have the task of equipping students with these skills, working not only on disciplinary goals but also on operational–behavioral goals. In 2018, the European Union adopted new recommendations on eight key competencies for lifelong learning and asked schools to implement new methods to develop these recommendations. To be successful, it is necessary to stimulate students’ development of these competences, which are also called soft skills, from the earliest years of the school experience. Physical education (PE) is called upon to make its contribution. In Italy, the two teaching methods used during PE classes are prescriptive teaching and heuristic learning. It is not clear which of the two methods is the most effective in improving soft skills, especially the skills involved in teamwork. The objective of this article was to compare the effects of these two teaching methods on students’ teamwork skills during PE classes in primary schools. After verifying the normality of the data, a Student’s t-test for dependent samples was performed to assess pre-test and post-test differences in each of two groups, while a Student’s t-test for independent samples was performed to compare the two groups after 3 months. Heuristic learning proved to be the most effective method for improving teamwork skills. The results may make an important contribution to future teacher training on the most effective teaching methods for developing students’ soft skills.

Impact of Physical Best Warm-Up Activities on Elementary Students’ Physical Activity Levels and Knowledge

Daily physical activity (PA) benefits children’s and adolescents’ overall health while reducing the likelihood of obesity. Elementary school physical education (PE) classes provide opportunities for children and adolescents not only to participate in PA but also to build the knowledge and skills needed to be physically active across their lifetime. Physical Best (PB) is one program physical educators might use to develop students’ physical literacy and skills. The purpose of this study was to determine the effect of PB program inclusion on elementary PE students’ PA levels and health-related fitness knowledge (HRFK). Three activity games were paired once with a PB fitness concept-based warm-up activity and once with a traditional warm-up activity for six lessons. PA levels of elementary school students (n = 75, 30 males, 45 females) were recorded with both movement tracking bracelets and heart monitors during these six PE lessons. Means were calculated for movements and time in and above target heart rate zone (TZ) by warm-up type (PB vs. traditional), sex, and grade level. An HRFK assessment given to students pre- and postintervention assessed changes in fitness knowledge. Repeated-measures analysis of variances were utilized in the comparison of sex and grade level differences in relation to movements, TZ minutes, and HRFK assessment scores. Overall, children had significantly more movements in the PB lessons compared with traditional lessons (p &lt; .05), while there was no difference in TZ minutes. HRFK assessment scores increased from pre- to postintervention (p &lt; .05). Children accrued more movements in PB warm-up lessons than in traditional warm-up lessons but exhibited no difference in PA intensity. Children also increased HRFK from pre- to post-PB experience.

Effects of school-based neuromuscular training on fundamental movement skills and physical fitness in children: a systematic review.

ObjectivesThe primary purpose of this review was to clarify the effects of school-based integrated neuromuscular training (INT) on fundamental movement skills and physical fitness in children. The secondary purpose was to examine whether school-based INT intervention is superior to physical education (PE) intervention in enhancing motor skills and fitness.MethodsA systematic literature search was performed in four electronic databases: PubMed, Web of Science, MEDLINE (EBSCOhost), and Cochrane Central Register of Controlled Trials. The last search was performed on December 21, 2021, and was limited to the English language, human species, and peer reviewed journals. Randomized controlled trials and cluster randomized controlled trials that examine the effects of school-based INT on motor skills and/or fitness in healthy children who were aged up to 14 years old were included. Moreover, studies included in this study should compare school-based INT-induced adaptions with those generated by PE interventions. Studies that involve athletic children and additional exercise training were excluded. The Physiotherapy Evidence Database (PEDro) scale was used to assess the quality of the study.ResultsOf 1,026 studies identified, seven original trials that meet the inclusion criteria were included in this review. Based on the PEDro scale, the PEDro score of seven studies was between six and eight points with a mean score of 5.29. Among the seven studies included in this study, four studies assessed physical fitness including muscular fitness (n = 4), speed (n = 3), endurance (n = 2), and flexibility (n = 2). Three studies examined the effects of INT on postural control and three studies explored its effects on motor skills. Concerning movement competence, significant and greater improvements in postural control and fundamental motor skills were observed following school-based INT interventions compared to PE intervention in two and three studies, respectively. Regarding physical fitness, neuromuscular training significantly increased muscular fitness, speed, endurance, flexibility in three, two, one, and one studies, respectively. However, only greater improvements in muscle fitness were observed in school-based INT group compared to PE group. The main limitations of this review were the lack of descriptions of training intensity and volume and the low methodological quality of the included studies.ConclusionThis review provides evidence that school-based neuromuscular training programs are superior to PE lessons in improving postural control, fundamental motor skills and muscular strength. Therefore, INT could be incorporated into traditional physical education classes in school. Trial registration number: CRD42022297349.