Psychological outcomes of classroom-based physical activity interventions in children 6- to 12-year-olds: A scoping review
DOI:
https://doi.org/10.47197/retos.v48.96211Keywords:
Physical Activity, Children, Psychological health, Schools, Intervention, Systematic reviewAbstract
This scoping review synthesizes the evidence of the psychological outcomes of physical activity interventions in the classroom in children aged 6 to 12 years and describes the characteristics of the physical activity interventions implemented. We systematically searched in databases MEDLINE, SCOPUS, PsycINFO, ScienceDirect, Web of Science and SciELO, of randomized control trials published up to July 2020 of classroom-based physical activity interventions with children´s psychological health variables as outcomes. Sixteen trials (14,877 participants) with children aged 6 to 12 years were included. There were significant effects on several indicators of: a) psychological health outcomes: well-being, self-esteem, body image satisfaction b) self-efficacy and motivation to physical activity and c) behavior inside the classroom: self-regulation, bullying and disruptive behavior. The most effective interventions are those that included physical activity integrated into the curriculum 2-5 times a week, in sessions between 4' to 10', implemented mainly by the classroom teacher and with audio-visual support. However, the heterogeneity in program designs did not allow definitive conclusions. While psychological outcomes are mainly primary outcomes in the interventions studied, more evidence is required on other indicators of psychological health such as mental health symptoms. In addition, studies need to employ objective measures of physical activity to a better comprehension of their effects on psychological health of schoolchildren.
Keywords: Physical Activity; Children; Psychological health; Schools; Intervention; Scoping review.
References
Aadland, K. N., Aadland, E., Andersen, J. R., Lervåg, A., Moe, V. F., Resaland, G. K., & Ommundsen, Y. (2018). Execu-tive Function, Behavioral Self-Regulation, and School Related Well-Being Did Not Mediate the Effect of School-Based Physical Activity on Academic Performance in Numeracy in 10-Year-Old Children. The Active Smarter Kids (ASK) Study. Frontiers in Psychology, 9(FEB). https://doi.org/10.3389/fpsyg.2018.00245
Adab, P., Barrett, T., Bhopal, R., Cade, J. E., Canaway, A., Cheng, K. K., Clarke, J., Daley, A., Deeks, J., Duda, J., Ekelund, U., Frew, E., Gill, P., Griffin, T., Hemming, K., Hurley, K., Lancashire, E. R., Martin, J., McGee, E., … Passmore, S. (2018). The west midlands active lifestyle and healthy eating in school children (Waves) study: A cluster randomised controlled trial testing the clinical effectiveness and cost-effectiveness of a multifaceted obesity prevention intervention programme targeted at. En Health Technology Assessment (Vol. 22, Número 8, pp. 1-644). NIHR Journals Library. https://doi.org/10.3310/hta22080
Andermo, S., Hallgren, M., Nguyen, T. T. D., Jonsson, S., Petersen, S., Friberg, M., Romqvist, A., Stubbs, B., & Elinder, L. S. (2020). School-related physical activity interventions and mental health among children: A systematic review and meta-analysis. En Sports Medicine—Open (Vol. 6, Número 1). Springer. https://doi.org/10.1186/s40798-020-00254-x
Babic, M. J., Morgan, P. J., Plotnikoff, R. C., Lonsdale, C., White, R. L., & Lubans, D. R. (2014). Physical Activity and Physical Self-Concept in Youth: Systematic Review and Meta-Analysis. En Sports Medicine (Vol. 44, Número 11, pp. 1589-1601). Springer International Publishing. https://doi.org/10.1007/s40279-014-0229-z
Bailey, R., Hillman, C., Arent, S., & Petitpas, A. (2013). Physical activity: An underestimated investment in human capital? Journal of Physical Activity and Health, 10(3), 289-308. https://doi.org/10.1123/jpah.10.3.289
Bandura, A. (1989). “Self-efficacy mechanism in physiological activation and health-promoting behavior,” in Adaptation, Learning and Affect. Adaptation, Learning and Affect, Raven, 1169-1188.
Bedard, C., St John, L., Bremer, E., Graham, J. D., & Cairney, J. (2018). A systematic review and meta-analysis on the effects of physically active classrooms on educational and enjoyment outcomes in school age children. PLoS ONE, 14(6). https://doi.org/10.1371/journal.pone.0218633
Biddle, S. J. H., & Asare, M. (2011). Physical activity and mental health in children and adolescents: A review of reviews. En British Journal of Sports Medicine (Vol. 45, Número 11, pp. 886-895). British Association of Sport and Excercise Medi-cine. https://doi.org/10.1136/bjsports-2011-090185
Biddle, S. J. H., Ciaccioni, S., Thomas, G., & Vergeer, I. (2019). Physical activity and mental health in children and adoles-cents: An updated review of reviews and an analysis of causality. Psychology of Sport and Exercise, 42, 146-155. https://doi.org/10.1016/j.psychsport.2018.08.011
Bronsard, G., Alessandrini, M., Fond, G., Loundou, A., Auquier, P., Tordjman, S., & Boyer, L. (2016). The prevalence of mental disorders among children and adolescents in the child welfare system a systematic review and meta-analysis. En Medicine (United States) (Vol. 95, Número 7, p. e2622). Lippincott Williams and Wilkins. https://doi.org/10.1097/MD.0000000000002622
Chaput, J. P., Willumsen, J., Bull, F., Chou, R., Ekelund, U., Firth, J., Jago, R., Ortega, F. B., & Katzmarzyk, P. T. (2020). 2020 WHO guidelines on physical activity and sedentary behaviour for children and adolescents aged 5–17 years: Summary of the evidence. En International Journal of Behavioral Nutrition and Physical Activity (Vol. 17, Número 1). BioMed Central Ltd. https://doi.org/10.1186/s12966-020-01037-z
*Christiansen, L. B., Lund-Cramer, P., Brondeel, R., Smedegaard, S., Holt, A.-D., & Skovgaard, T. (2018). Improving children’s physical self-perception through a school-based physical activity intervention: The Move for Well-being in School study. Mental Health and Physical Activity, 14, 31-38. https://doi.org/10.1016/j.mhpa.2017.12.005
Daly-Smith, A. J., Zwolinsky, S., McKenna, J., Tomporowski, P. D., Defeyter, M. A., & Manley, A. (2018). Systematic review of acute physically active learning and classroom movement breaks on children’s physical activity, cognition, ac-ademic performance and classroom behaviour: Understanding critical design features. En BMJ Open Sport and Exercise Medicine (Vol. 4, Número 1, p. 341). BMJ Publishing Group. https://doi.org/10.1136/bmjsem-2018-000341
Diener, E., Pressman, S. D., Hunter, J., & Delgadillo-Chase, D. (2017). If, Why, and When Subjective Well-Being Influ-ences Health, and Future Needed Research. Applied Psychology: Health and Well-Being, 9(2), 133-167. https://doi.org/10.1111/aphw.12090
Donnelly, J. E., Hillman, C. H., Castelli, D., Etnier, J. L., Lee, S., Tomporowski, P., Lambourne, K., & Szabo-Reed, A. N. (2016). Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children. Medicine & Science in Sports & Exercise, 48(6), 1197-1222. https://doi.org/10.1249/MSS.0000000000000901
*Emeljanovas, A., Mieziene, B., Chingmok, M. M., Chin, M.-K., Cesnaitiene, V. J., Fatkulina, N., Trinkuniene, L., Sánchez, G. F. L., & Suárez, A. D. (2018). The effect of an interactive program during school breaks on attitudes to-ward physical activity in primary school children . Anales de Psicologia, 34(3), 580-586. https://doi.org/10.6018/analesps.34.3.326801
Ensenyat, A., Serra-Paya, N., & Sagarra-Romero, L. (2020). Objectively measured sedentary behaviour in overweight and obese prepubertal children: Challenging the school. International Journal of Environmental Health Research, 30(5), 533-544. https://doi.org/10.1080/09603123.2019.1609656
Erskine, H. E., Moffitt, T. E., Copeland, W. E., Costello, E. J., Ferrari, A. J., Patton, G., Degenhardt, L., Vos, T., White-ford, H. A., & Scott, J. G. (2015). A heavy burden on young minds: The global burden of mental and substance use dis-orders in children and youth. Psychological Medicine, 45(7), 1561-1563. https://doi.org/10.1017/S0033291714002888
*Gammon, C., Morton, K., Atkin, A., Corder, K., Daly-Smith, A., Quarmby, T., Suhrcke, M., Turner, D., & Van Sluijs, E. (2019). Introducing physically active lessons in UK secondary schools: Feasibility study and pilot cluster-randomised controlled trial. BMJ Open, 9(5). https://doi.org/10.1136/bmjopen-2018-025080
*Glapa, A., Grzesiak, J., Laudanska-Krzeminska, I., Chin, M. K., Edginton, C. R., Mok, M. M. C., & Bronikowski, M. (2018). The impact of brain breaks classroom-based physical activities on attitudes toward physical activity in polish school children in third to fifth grade. International Journal of Environmental Research and Public Health, 15(2). https://doi.org/10.3390/ijerph15020368
Hillman, C. H., & Biggan, J. R. (2017). A Review of Childhood Physical Activity, Brain, and Cognition: Perspectives on the Future. Pediatric Exercise Science, 29(2), 170-176. https://doi.org/10.1123/pes.2016-0125
Howie, E. K., Beets, M. W., & Pate, R. R. (2014). Acute classroom exercise breaks improve on-task behavior in 4th and 5th grade students: A dose-response. Mental Health and Physical Activity, 7(2), 65-71. https://doi.org/10.1016/j.mhpa.2014.05.002
*Koch, P. A., Contento, I. R., Gray, H. L., Burgermaster, M., Bandelli, L., Abrams, E., & Di Noia, J. (2019). Food, Health, & Choices: Curriculum and Wellness Interventions to Decrease Childhood Obesity in Fifth-Graders. Journal of Nutrition Education and Behavior, 51(4), 440-455. https://doi.org/10.1016/j.jneb.2018.12.001
Langford, R., Bonell, C., Jones, H., Pouliou, T., Murphy, S., Waters, E., Komro, K., Gibbs, L., Magnus, D., & Campbell, R. (2015). The World Health Organization’s Health Promoting Schools framework: A Cochrane systematic review and meta-analysis. En BMC Public Health (Vol. 15, Número 1, p. 130). BioMed Central Ltd. https://doi.org/10.1186/s12889-015-1360-y
*Lawlor, D. A., Howe, L. D., Anderson, E. L., Kipping, R. R., Campbell, R., Wells, S., Chittleborough, C. R., Peters, T. J., & Jago, R. (2016). The Active for Life Year 5 (AFLY5) school-based cluster randomised controlled trial: Effect on potential mediators. BMC Public Health, 16(1), 68. https://doi.org/10.1186/s12889-016-2734-5
Lubans, D., Richards, J., Hillman, C., Faulkner, G., Beauchamp, M., Nilsson, M., Kelly, P., Smith, J., Raine, L., & Biddle, S. (2016). Physical Activity for Cognitive and Mental Health in Youth: A Systematic Review of Mechanisms. Pediatrics, 138(3), e20161642. https://doi.org/10.1542/peds.2016-1642
Masini, Alice., Marini, Sofia., Gori, Davide., Leoni, Erica., Rochira, Andrea., & Dallolio, Laura. (2020). Evaluation of school-based interventions of active breaks in primary schools: A systematic review and meta-analysis. Journal of Science and Medicine in Sport, 23(4), 377-384. https://doi.org/10.1016/j.jsams.2019.10.008
*Mavilidi, Myrto., Ouwehand, Kim., Riley, Nicholas., Chandler, Paul., & Paas, Fred. (2020). Effects of An Acute Physical Activity Break on Test Anxiety and Math Test Performance. International Journal of Environmental Research and Public Health, 17(5), 1523. https://doi.org/10.3390/ijerph17051523
McDonald, S. M., Clennin, M. N., & Pate, R. R. (2018). Specific Strategies for Promotion of Physical Activity in Kids—Which Ones Work? A Systematic Review of the Literature. American Journal of Lifestyle Medicine, 12(1), 51-82. https://doi.org/10.1177/1559827615616381
McGowan, J., Sampson, M., Salzwedel, D. M., Cogo, E., Foerster, V., & Lefebvre, C. (2016). PRESS Peer Review of Electronic Search Strategies: 2015 Guideline Statement. Journal of Clinical Epidemiology, 75, 40-46. https://doi.org/10.1016/j.jclinepi.2016.01.021
Mok, M. M. C., Chin, M. K., Chen, S., Emeljanovas, A., Mieziene, B., Bronikowski, M., Laudanska-Krzeminska, I., Mila-novic, I., Pasic, M., Balasekaran, G., Phua, K. W., & Makaza, D. (2015). Psychometric Properties of the Attitudes to-ward Physical Activity Scale: A Rasch Analysis Based on Data From Five Locations. Journal of Applied Measurement, 16(4), 379-400.
*Mok, M. M. Ching., Chin, M.-Kai., Korcz, Agata., Popeska, Biljana., Edginton, C. R., Uzunoz, F. Sacli., Podnar, Hrvo-je., Coetzee, Dané., Georgescu, Luminita., Emeljanovas, Arunas., Pasic, Milan., Balasekaran, Govindasamy., Ander-son, Elizabeth., & Durstine, J. Larry. (2020). Brain Breaks® Physical Activity Solutions in the Classroom and on Atti-tudes toward Physical Activity: A Randomized Controlled Trial among Primary Students from Eight Countries. Interna-tional Journal of Environmental Research and Public Health, 17(5), 1666. https://doi.org/10.3390/ijerph17051666
Muris, P., Meesters, C., & Fijen, P. (2003). The Self-Perception Profile for Children: Further evidence for its factor struc-ture, reliability, and validity. Personality and Individual Differences, 35(8), 1791-1802. https://doi.org/10.1016/S0191-8869(03)00004-7
Nathan, N., Elton, B., Babic, M., McCarthy, N., Sutherland, R., Presseau, J., Seward, K., Hodder, R., Booth, D., Yoong, S. L., & Wolfenden, L. (2018). Barriers and facilitators to the implementation of physical activity policies in schools: A systematic review. Preventive Medicine, 107(August), 45-53. https://doi.org/10.1016/j.ypmed.2017.11.012
National Physical Activity Plan Alliance. (2018). The 2018 United States Report Card on Physical Activity for Children and Youth. En Journal of Physical Education, Recreation & Dance.
O’Connor, C. A., Dyson, J., Cowdell, F., & Watson, R. (2018). Do universal school-based mental health promotion pro-grammes improve the mental health and emotional wellbeing of young people? A literature review. En Journal of Clinical Nursing (Vol. 27, Números 3-4, pp. e412-e426). Blackwell Publishing Ltd. https://doi.org/10.1111/jocn.14078
O’Reilly, M., Svirydzenka, N., Adams, S., & Dogra, N. (2018). Review of mental health promotion interventions in schools. Social Psychiatry and Psychiatric Epidemiology, 53(7), 647-662. https://doi.org/10.1007/s00127-018-1530-1
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, 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. BMJ (Clinical Research Ed.), 372, n71. https://doi.org/10.1136/bmj.n71
PAHO. (2019). Global Action Plan on Physical Activity 2018-2030.
Papadopoulos, N., Mantilla, A., Bussey, K., Emonson, C., Olive, L., McGillivray, J., Pesce, C., Lewis, S., & Rinehart, N. (2022). Understanding the Benefits of Brief Classroom‐Based Physical Activity Interventions on Primary School‐Aged Children’s Enjoyment and Subjective Wellbeing: A Systematic Review. The Journal of School Health, 92(9), 916-932. https://doi.org/10.1111/josh.13196
Pascoe, M. C., Bailey, A. P., Craike, M., Carter, T., Patten, R., Stepto, N. K., & Parker, A. G. (2020). Exercise interven-tions for mental disorders in young people: A scoping review. En BMJ Open Sport and Exercise Medicine (Vol. 6, Número 1). BMJ Publishing Group. https://doi.org/10.1136/bmjsem-2019-000678
Poitras, V. J., Gray, C. E., Borghese, M. M., Carson, V., Chaput, J. P., Janssen, I., Katzmarzyk, P. T., Pate, R. R., Con-nor Gorber, S., Kho, M. E., Sampson, M., & Tremblay, M. S. (2016). Systematic review of the relationships between objectively measured physical activity and health indicators in school-aged children and youth. En Applied Physiology, Nu-trition and Metabolism (Vol. 41, Número 6, pp. S197-S239). Canadian Science Publishing. https://doi.org/10.1139/apnm-2015-0663
Polanczyk, G. V., Salum, G. A., Sugaya, L. S., Caye, A., & Rohde, L. A. (2015). Annual research review: A meta-analysis of the worldwide prevalence of mental disorders in children and adolescents. Journal of Child Psychology and Psychiatry and Allied Disciplines, 56(3), 345-365. https://doi.org/10.1111/jcpp.12381
Popeska, B., Jovanova-Mitkovska, S., Chin, M. K., Edginton, C. R., Mok, M. M. C., & Gontarev, S. (2018). Implementa-tion of brain breaks ® in the classroom and effects on attitudes toward physical activity in a macedonian school setting. International Journal of Environmental Research and Public Health, 15(6). https://doi.org/10.3390/ijerph15061127
*Raney, M., Henriksen, A., & Minton, J. (2017). Impact of short duration health & science energizers in the elementary school classroom. Cogent Education, 4(1). https://doi.org/10.1080/2331186X.2017.1399969
Rodriguez-Ayllon, M., Cadenas-Sánchez, C., Estévez-López, F., Muñoz, N. E., Mora-Gonzalez, J., Migueles, J. H., Moli-na-García, P., Henriksson, H., Mena-Molina, A., Martínez-Vizcaíno, V., Catena, A., Löf, M., Erickson, K. I., Lubans, D. R., Ortega, F. B., & Esteban-Cornejo, I. (2019). Role of Physical Activity and Sedentary Behavior in the Mental Health of Preschoolers, Children and Adolescents: A Systematic Review and Meta-Analysis. Sports Medicine, 49(9), 1383-1410. https://doi.org/10.1007/s40279-019-01099-5
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social develop-ment, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68
Sánchez-López, M., García López, L. M., & Ruiz Hermosa, A. (2020). Fichas de Descansos Activos para Educación Infantil y Primaria. Guía para el profesorado. En FICHAS DE DESCANSOS ACTIVOS para Educación Infantil y Primaria. Guía para el profesorado. Ediciones de la Universidad de Castilla-La Mancha. https://doi.org/10.18239/divulga_2020.04.00
*Schmidt, M., Benzing, V., & Kamer, M. (2016). Classroom-Based Physical Activity Breaks and Children’s Attention: Cognitive Engagement Works! Frontiers in Psychology, 7(OCT), 1-13. https://doi.org/10.3389/fpsyg.2016.01474
*Schmidt, M., Benzing, V., Wallman-Jones, A., Mavilidi, M.-F., Lubans, D. R., & Paas, F. (2019). Embodied learning in the classroom: Effects on primary school children’s attention and foreign language vocabulary learning. Psychology of Sport and Exercise, 43, 45-54. https://doi.org/10.1016/j.psychsport.2018.12.017
Singh, A. S., Saliasi, E., Van Den Berg, V., Uijtdewilligen, L., De Groot, R. H. M., Jolles, J., Andersen, L. B., Bailey, R., Chang, Y. K., Diamond, A., Ericsson, I., Etnier, J. L., Fedewa, A. L., Hillman, C. H., McMorris, T., Pesce, C., Pühse, U., Tomporowski, P. D., & Chinapaw, M. J. M. (2019). Effects of physical activity interventions on cognitive and aca-demic performance in children and adolescents: A novel combination of a systematic review and recommendations from an expert panel. En British Journal of Sports Medicine (Vol. 53, Número 10, pp. 640-647). BMJ Publishing Group. https://doi.org/10.1136/bjsports-2017-098136
Tang, M. Y., Smith, D. M., Mc Sharry, J., Hann, M., & French, D. P. (2019). Behavior change techniques associated with changes in postintervention and maintained changes in self-efficacy for physical activity: A systematic review with meta-analysis. Annals of Behavioral Medicine, 53(9), 801-815. https://doi.org/10.1093/abm/kay090
Teixeira, P. J., Carraça, E. V., Markland, D., Silva, M. N., & Ryan, R. M. (2012). Exercise, physical activity, and self-determination theory: A systematic review. International Journal of Behavioral Nutrition and Physical Activity, 9. https://doi.org/10.1186/1479-5868-9-78
Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D. J., Horsley, T., Weeks, L., Hempel, S., Akl, E. A., Chang, C., McGowan, J., Stewart, L., Hartling, L., Aldcroft, A., Wilson, M. G., Garritty, C., … Straus, S. E. (2018). PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explana-tion. Annals of Internal Medicine, 169(7), 467-473. https://doi.org/10.7326/M18-0850
*van den Berg, V., Saliasi, E., de Groot, R. H. M., Chinapaw, M. J. M., & Singh, A. S. (2019). Improving Cognitive Per-formance of 9–12 Years Old Children: Just Dance? A Randomized Controlled Trial. Frontiers in Psychology, 10. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00174
*van den Berg, V., Singh, A. S., Komen, A., Hazelebach, C., van Hilvoorde, I., & Chinapaw, M. J. M. (2019). Integrating Juggling with Math Lessons: A Randomized Controlled Trial Assessing Effects of Physically Active Learning on Maths Performance and Enjoyment in Primary School Children. International Journal of Environmental Research and Public Health, 16(14), Art. 14. https://doi.org/10.3390/ijerph16142452
Vaquero-Solís, M., Gallego, D. I., Tapia-Serrano, M. Á., Pulido, J. J., & Sánchez-Miguel, P. A. (2020). School-based physical activity interventions in children and adolescents: A systematic review. International Journal of Environmental Re-search and Public Health, 17(3). https://doi.org/10.3390/ijerph17030999
Vazou, S., Webster, C. A., Stewart, G., Candal, P., Egan, C. A., Pennell, A., & Russ, L. B. (2020). A Systematic Review and Qualitative Synthesis Resulting in a Typology of Elementary Classroom Movement Integration Interventions. Sports Medicine - Open, 6(1), 1-16. https://doi.org/10.1186/s40798-019-0218-8
Watson, Amanda., Timperio, Anna., Brown, Helen., Best, Keren., & Hesketh, K. D. (2017). Effect of classroom-based physical activity interventions on academic and physical activity outcomes: A systematic review and meta-analysis. The international journal of behavioral nutrition and physical activity, 14(1), 114. https://doi.org/10.1186/s12966-017-0569-9
*Watson, Amanda., Timperio, Anna., Brown, Helen., & Hesketh, K. D. (2019). A pilot primary school active break pro-gram (ACTI-BREAK): Effects on academic and physical activity outcomes for students in Years 3 and 4. Journal of Sci-ence and Medicine in Sport, 22(4), 438-443. https://doi.org/10.1016/j.jsams.2018.09.232
Welk, G. J., & Eklund, B. (2005). Validation of the children and youth physical self perceptions profile for young children. Psychology of Sport and Exercise, 6(1), 51-65. https://doi.org/10.1016/j.psychsport.2003.10.006
WHO. (2013). Mental health action plan 2013-2020.
WHO. (2014). World’s Adolescents A second chance in the second decade. World Health Organization, 3-6.
Zamani, S. SH., Fathirezaie, Zahra., Brand, Serge., Pühse, Uwe., Holsboer-Trachsler, Edith., Gerber, Markus., & Talepasand, S. (2016). Physical activity and self-esteem: Testing direct and indirect relationships associated with psy-chological and physical mechanisms. Neuropsychiatric Disease and Treatment, Volume 12, 2617-2625. https://doi.org/10.2147/NDT.S116811
Zhou, K., He, S., Zhou, Y., Popeska, B., Kuan, G., Chen, L., Chin, M.-K., Mok, M. M. C., Edginton, C. R., Culpan, I., & Durstine, J. L. (2021). Implementation of Brain Breaks® in the Classroom and Its Effects on Attitudes towards Physical Activity in a Chinese School Setting. International Journal of Environmental Research and Public Health, 18(1), 272. https://doi.org/10.3390/ijerph18010272
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Retos
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.
