School-based interventions to promote physical activity from preschool through high school: A systematic review
DOI:
https://doi.org/10.47197/retos.v63.109098Keywords:
Active schools, Active lifestyle, healthy habits, youth, PRISMAAbstract
Introduction: Currently, the majority of young people and children do not engage in sufficient physical activity (PA). Although the school context is one of the institutions that should lead the promotion of physical activity and health among schoolchildren, the evidence indicates that the interventions that are carried out are not sufficiently effective and sustainable.
Objective: The aim of the present study was to systematically analyse the interventions and programmes developed in Spanish schools to increase students' levels of PA and their life-long active engagement.
Methodology: The present study followed the PRISMA method and 22 articles were included in the analysis.
Results and Discussion: The main results reveal that most of the interventions for the promotion of PA in the school context analysed have been developed in the primary and secondary education stages. There are different intervention models that can be effective, although institutional involvement is often scarce. In terms of specific interventions, the most common proposals were active transport and active playgrounds, and the least popular were active breaks or after-school activities.
Conclusions: Most of the interventions reviewed do not adopt a holistic multi-component, multi-level or multi-behavioural approach. It is therefore necessary that the design and implementation of these programmes be evidence-based and adapted to the needs required by different contexts to ensure effective and sustainable health promotion schemes over time.
References
Antonovsky, A. (1979). Health, stress, and coping. Jossey-Bass.
Arriscado, D., Muros, J. J., Zabala, M., & Dalmau, J. M. (2015). ¿Influye la promoción de la salud escolar en los hábitos de los alumnos? Anales de pediatría, 83(1), 13-18. http://dx.doi.org/10.1016/j.anpedi.2014.07.013
Bailey, R., Ries, F., & Scheuer, C. (2023). Active schools in Europe - A review of empirical findings. Sus-tainability,15(3806). http://doi.org/10.3390/su15043806
Benítez-Andradez, J. A., Arias, N., García-Ordás, M. T., Martínez-Martínez, M., & García-Rodríguez, I. (2020). Feasibility of social-network-based eHealth intervention on the improvement of healthy habits among children. Sensors, 20(1040). http://dpi.org/10.3390/s20051404
Boonekamp, G. M. M., Jansen, E. L., O’Sullivan, T., Dierz, A. J., Lindström, B., Pérez-Wilson, P., & Álva-rez- Dardet, C. (2021). The need for adolescents’ agency in salutogenic approaches shaping physical activity in schools. Health promotion international, 37(1). http://doi.org/10.1093/heapro/daab073
Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.
Camacho-Miñano, M. J., Fernández, E., Ramírez, E., & Blández, J. (2013). La educación física escolar en la promoción de la actividad física orientada a la salud en la adolescencia: Una revisión siste-mática de programas de intervención. Revista complutense de educación, 24(1), 9-26. http://dx.doi.org/10.5209/rev_RCED.2013.v24.n1.41189
Cámara, A., Martínez, E. J., Suarez-Manzano, S., Brandao, V., & Ruiz, A. (2023). Integración de la activi-dad física en el aula y sus efectos físicos y cognitivo-académicos. Una revisión sistemática y una guía práctica educativa. Retos, 49, 978-992.
Carson, V., & Hunter, S. (2020). Physical activity domains. En A. Brusseau, A., S. J. Fairclough & D. R. Lubans (Eds.). The Routledge Handbook of Youth Physical Activity (pp. 3-16). Routledge Hand-books.
Casado-Robles, C., Mayorga-Vega, D., Guijarro-Romero, S., & Viciana, J. (2020). Sport education-based irregular teaching unit and students’ physical activity during school recess. The Journal of Edu-cational Research, 113(4), 262-274. https://doi.org/10.1080/00220671.2020.1806014
Corral-Abós, A., Zaragoza, J., Aibar, A., Ibor, E., & Julián, J. A. (2022). Applying the intervention map-ping protocol to promote active transport to school in primary school students: The ProATs in-tervention. Retos, 46, 76-92. https://recyt.fecyt.es/index.php/retos/index
Daly-Smith, A., Quarmby, T., Archbold, V. S. J., Corrigan, N., Wilson, D., Resaland, G. K., Bartholomew, J. N., Singh, A., Tjomsland, H. E., Sherar, L. B., Chalkley, A., Routen, A. C., Shickle, D., Bingham, D. D., Barber, S. E., van Sluijs, E., Fairclough, S. T., & McKenna J. (2020). Using a multi-stakeholder experience-based design process to co-develop the creating active schools framework. Inter-national Journal of Behavioral Nutrition and Physical Activity, 17(13). https://doi.org/10.1186/s12966-020-0917-z
García-Vázquez, J. (2017). Effects of the school for health network on students' behaviour in Asturias (Spain). Health Promotion International, 32(2), 271-279. https://doi.org/10.1093/heapro/dau076
González-Cutre, D., Sierra, A. C., Beltrán-Carrillo, V. J., Peláez-Pérez, M., & Cervelló, E. (2018). A school-based motivational intervention to promote physical activity from a self-determination theory perspective. The Journal of Educational Research, 111(3), 320-330. https://doi.org/10.1080/00220671.2016.1255871
Graó-Curces, A., Nuviala, A., & Fernández-Martínez, A. (2015). Valoración del programa escuelas de-portivas: Composición corporal, actividad física y capacidad aeróbica en adolescentes. Retos, 27, 105-108. https://doi.org/10.47197/retos.v0i27.34357
Guthold, R., Stevens, G. A., Riley, L. M., & Bull, F. C. (2018). Worldwide trends in insufficient physical activity from 2001 to 2016: A pooled analysis of 358 population-based surveys with 1·9 million participants. Lancet Glob Health, 6, 1077-1086. https://doi.org/10.1016/S2214-109X(18)30357-7
Harris, J., & Cale, L. (2019a). Involving all children in healthy, active lifestyles. En J. Harris & L. Cale (Eds.). Promoting active lifestyles in schools (pp.77-91). Human Kinetics.
Harris, J., & Cale, L. (2019b). Whole-school approaches to promoting healthy lifestyles. En J. Harris & L. Cale (Eds.). Promoting active lifestyles in schools (pp. 15-25). Human Kinetics.
Ikeda, E., Mandic, S., Smith, M., Stewart, T., & Duncan, S. (2020). Active transport. En A. Brusseau, S. J. Fairclough & D. R. Lubans (Eds.). The Routledge Handbook of Youth Physical Activity (pp. 665-685). Routledge Handbooks.
Lima-Serrano, M., & Lima-Rodríguez, J. S. (2019). Efecto de la estrategia de promoción de salud esco-lar forma joven. Gaceta Sanitaria, 33(1), 74-81. https://doi.org/10.1016/j.gaceta.2016.12.009
Llargues, E., Franco, R., Recasens, A., Nadal, A., Vila, M., Pérez, M. J., Manresa, J. M., Recanses, I., Salva-dor, G., Serra. J., Roure, E., & Castells, C. (2011). Assessment of a school-based intervention in eating habits and physical activity in school children: De AVall study. Epidemiol Community Health, 65:896-901. http://doi:10.1136/jech.2009.102319
Llauradó, E., Tarro, L., Moriña, D., Queralt, R., Giralt, M., & Solà, R. (2014). EdAl-2 (educació en ali-mentació) programme: Reproducibility of a cluster randomised, interventional, primary school-based study to induce healthier lifestyle activities in children. BMJ Open, 4(e005496). http://doi.org/10.1136/bmjopen-2014-005496
Love, R., Adams, J., & van Slujis, E. M. F. (2019). Are school‐based physical activity interventions effec-tive and equitable? A meta‐analysis of cluster randomized controlled trials with accelerometer‐assessed activity. Obesity reviews, 20(6), 859-870. https://doi.org/10.1111/obr.12823
Ministerio de Sanidad y Ministerio de Educación, Formación Profesional y Deportes (2023). Guía de Escuelas Promotoras de Salud. Ministerio de Sanidad y Ministerio de Educación, Formación Profesional y Deportes. https://www.sanidad.gob.es/areas/promocionPrevencion/entornosSaludables/escuela/docs/guia_EscuelasPromotorasdeSalud.pdf
Moral, L. (2016). Teorías y modelos que explican y promueven la práctica de actividad física en niños y adolescentes. Educación y futuro, 36, 177-208.
Muñoz-Parreño, J. A., Belando-Pedreño, N., Torres-Luque, G., & Valero-Valenzuela, A. (2020). Im-provements in physical activity levels after the implementation of an active-break-model-based program in a primary school. Sustainability, 2(9). https://doi.org/10.3390/su12093592
Murillo, B., García, E., Generelo, E., Zaragoza, J., & Julián, J. A. (2014). Effects of the 3-year Sigue la huella intervention on sedentary time in secondary school students. European Journal of Public Health, 25(3), 438-443. https://doi.org/10.1093/eurpub/cku194
Murillo, B., García, E., Julián, J. A., & Generelo, E. (2014). Empowering adolescents to be physically ac-tive: Three-year results of the Sigue la Huella' intervention. Preventive Medicine, 66, 6-11. http://dx.doi.org/10.1016/j.ypmed.2014.04.023
Murillo, B., Julián, J. A., García, L., García, E., & Generelo, E. (2018). Development of the “Sigue la Huel-la” physical activity intervention for adolescents in Huesca, Spain. Health Promotion Interna-tional, 34, 519-531. http://doi.org/10.1093/heapro/day005
Nebot, V., Pablos, A., Elvira, L., Guzmán, J. F., & Pablos, C. (2015). Effects of an intervention program (HHP) on the promotion of healthy habits in early adolescence. Nutrición hospitalaria, 32(6), 2640-2649. http://doi.org/10.3305/nh.2015.32.6.9858
Organización Panamericana de la Salud (2022). Hacer que todas las escuelas sean promotoras de la salud. Guía de aplicación. Washington, D.C.: Organización Panamericana de la Salud. https://iris.paho.org/handle/10665.2/55814
Page, M.P., MCKenzie, J.E., Bossuyt, P.M., Boutron, I., Hoffmann, T.C., Mulrow, C. D., Shamseer, L., Tetz-laff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … & Moher. D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Systematic reviews, 372(71). http://dx.doi.org/10.1136/bmj.n71
Peñalvo, J. L., Santos-Beneit, G., Sotos-Prieto, M., Martínez, R., Rodríguez, C., Franco, M. López-Romero, P., Pocock, S., Redondo, J., & Fuster, V. (2013). A cluster randomized trial to evaluate the effica-cy of a school-based behavioral intervention for health promotion among children aged 3 to 5. BMC Public Health, 13(56). https://doi.org/10.1186/1471-2458-13-656
Peñalvo, J. L., Sotos-Prieto, M., Santos-Beneit, G., Pocock, S., Redondo, J., & Fuster, V. (2013). The pro-gram SI! intervention for enhancing a healthy lifestyle in preschoolers: First results from a clus-ter randomized trial. BMC Public Health, 13(1208). https://doi.org/10.1186/1471-2458-13-1208
Pérez, I. J., & Delgado, M. (2004). La salud en secundaria desde la educación física. INDE.
Ridgers, N. D., Parrish, A. M., Salmon, J., & Timperio, A. (2020). School recess physical activity interven-tions. En A. Brusseau, S. J. Fairclough & D. R. Lubans (Eds.). The Routledge Handbook of Youth Physical Activity (pp. 504-522). Routledge Handbooks.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory. Basic psychological needs in motivation, development and wellness. Guilford Publications.
Salas-Sánchez, M. I., Muntaner-Mas, A., & Vidal-Conti, J. (2020). Intervención educativa en el tiempo de patio en un centro escolar para mejorar aspectos relacionados con la salud y el bienestar de los alumnos. Journal of Sport and Health Research, 12(Supl 2), 127-136.
Sallis, J. F., Cervero, R. B., Ascher, W., Henderson, K. A., Kraft, M. K., & Kerr, J. (2006). An ecological approach to creating active living communities. Annual review of public health, 27, 297-322. http://doi.org/10.1146/annurev.publhealth.27.021405.102100
Samdal, O., & Rowling, L. (2013). Introduction. En O. Samdal & L. Rowling (Eds.). The implementation of health promoting schools. Exploring the theories of what, why and how (pp. 3-13). Routledge.
Samdal, O., & Rowling, L. (2013). Theory based components for implementation of health promoting schools. En O. Samdal & L. Rowling (Eds.). The implementation of health promoting schools. Ex-ploring the theories of what, why and how (pp. 51-74). Routledge.
Scheuer, C., & Bailey R. (2023) The active school concept. En R. Bailey, J. O. Agans, K. Côté, A. Daly-Smith & P.D. Tomporowsky (Eds.). Physical activity and sport during the first ten years of life. multidisciplinary perspectives (pp. 173-187). Routledge.
Sevil-Serrano J., Abós, A., Aibar, A., Simón-Montañés, L., & García-González, L. (2020). Orientaciones para la comunidad científica sobre el diseño, implementación y evaluación de intervenciones escolares sobre promoción de comportamientos saludables. Cultura, ciencia y deporte, 15(46), 507-517. https://doi.org/10.12800/ccd.v15i46.1601
Solís, I. (2019). Experiencia de la implementación del programa “Descansos activos mediante ejercicio (¡Dame 10!)” en Educación Secundaria Obligatoria. Revista Española de Salud Pública, 93(e201911087).
Tapia-Serrano, M. A., Sevil-Serrano, J., Sánchez-Oliva, D., Vaquero-Solís, M., & Sánchez-Miguel, P. A. (2022). Efectos de una intervención escolar en la actividad física, el tiempo de sueño, el tiempo de pantalla y la dieta en niños. Revista de Psicodidáctica, 27, 56-65. http://doi.org/10.1016/j.psicod.2021.05.002
Timperio, A., Sahlqvist, S., Loh, V., Deforche, B., & Veitch, J. (2020). Physical environmental factors associated with physical activity in young people. En A. Brusseau, S. J. Fairclough & D. R. Lu-bans (Eds.). The Routledge Handbook of Youth Physical Activity (pp. 213-233). Routledge Handbooks.
Vera-Estrada, F., Sánchez-Rivas, E., & Sánchez-Rodríguez, J. (2018). Promoción de la actividad física saludable en el recreo escolar. Revista Internacional de Medicina y Ciencias de la Actividad Físi-ca y el Deporte, 18(72), 655-668. http://doi.org/10.15366/rimcafd2018.72.004
Vilaça, T., Darlington, E., Miranda-Velasco, M. J., Martinis, O., & Masson, J. (2020). Manual Escolar 2.0 de SHE. Una guía metodológica para transformarse en Escuela Promotora de Salud. Haderslev: Schools for Health in Europe Network Foundation. https://www.schoolsforhealth.org/resources/materials-and-tools/how-be-health-promoting-school
Villa-González, E., Ruiz, J. R., Mendoza, J. A., & Chillón, P. (2017). Effects of a school-based intervention on active commuting to school and health-related fitness. BMC Public Health,17(20). http://doi.org/10.1186/s12889-016-3934-8
World Health Organization (2017). Global accelerated action for the health of adolescents (AA-HA!): Guidance to support country implementation. WHO.
World Health Organization (2020). Guidelines on Physical Activity and Sedentary Behaviour: at a glance. WHO.
Zueck, M. C., Ramírez, A. A., Rodríguez, J. M., & Irigoyen, H. E. (2020). Satisfacción en las clases de Edu-cación Física y la intencionalidad de ser activo en niños del nivel de primaria. Retos, 37, 33-40
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Isabel Pérez-Herráez, Alexandra Valencia-Peris, Carmen Peiró Velert
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.
