The purpose of the systematic review was to identify, evaluate, and synthesize evidence from available published literature examining the impact of the coronavirus disease 2019 (COVID-19) pandemic on youth physical activity (PA). A systematic review of the literature was conducted for years 2020-2021. Published articles were searched in eight databases. Inclusion criteria included: availability of full-text, written in English language, and reported quantitative or qualitative results of original or secondary data on PA and COVID-19 related factors among youth (ages 5-17 years). A standard quality assessment tool assessed risk of bias and quality of included articles. The search retrieved 2,899 articles with 51 articles ultimately meeting inclusion criteria. The majority of articles (65 %) investigated change in PA from before to during the pandemic. Most evidence indicated an overall decrease in youth PA levels during the pandemic with differences observed among sub-populations (e.g., age, sex or gender), type, and location. Findings suggest pandemic-related closures hindered PA participation due to a high reliance on school- and sport-based PA. Programmatic strategies (e.g., activity breaks, active curriculum, free online activities/lessons) should include aligning intervention measures and geared towards evolving and ongoing PA promotion based on the latest findings. 

https://doi.org/10.1016/j.pmedr.2022.101959

Youth physical activity and the COVID-19 pandemic: A systematic review

The school environment is globally recognised as a key setting to promote child and adolescent physical activity. School recess contributes up to 40% of the school day and recommended physical activity levels, providing a critical physical activity promotion opportunity for children and adolescents. To examine the effectiveness of school recess interventions on children’s and adolescents’ physical activity (PA) and sedentary behaviour (SED) during this time. Systematic review and meta-analysis. EBSCOhost (Academic Search Complete, Education Source, ERIC, Global Health, MEDLINE complete, SPORTDiscus), Scopus, and ProQuest electronic databases with full text. Forty-three studies were included in the systematic review, trialling eight different intervention strategies including loose equipment, structured recess, and multicomponent studies. The meta-analysis included 16 studies. Overall, between group mean difference for: (i) time spent in moderate to vigorous-intensity physical activity (MVPA) for randomised controlled trials (RCTs) (n = 6) was 0.18 (95% CI − 0.00 to 0.36) with a marginal significant effect of Z = 1.93 (p = 0.05), (ii) time spent in MVPA for non-RCTs (n = 7) was 0.52 (95% CI − 0.01 to 1.03) with an overall effect of Z = 1.99 (p = 0.05), (iii) time spent in sedentary behaviour for RCTs (n = 3) was − 0.48 (95% CI − 1.38 to 0.43) with an overall effect of Z = 1.03 (p = 0.30). All outcomes had high heterogeneity. School recess interventions show promise for increasing MVPA. It was difficult to draw strong conclusions due to low study numbers in the meta-analysis and varied intervention designs. Interventions may need to focus on single component strategies (e.g., loose equipment) to improve understanding of outcome effects for future studies.

Interventions to Change School Recess Activity Levels in Children and Adolescents: A Systematic Review and Meta-Analysis

A sedentary life style contributes to many chronic diseases and poor educational performance. Since elementary school-aged children spend most wakeful hours in school, classroom teachers are essential for providing physical activity (PA) breaks during school. As first objective, we assessed current PA levels for Oregon public elementary schools (379 schools responded) and learned that 92% of schools did not meet the physical education recommendation of the U.S. Centers of Disease Control and Prevention (CDC). As second objective, we evaluated teacher’s preferences for increasing students’ PA levels with a cross-sectional anonymous mail survey (116 teachers responded) and learned that teachers were concerned about students’ PA levels (84%) and interested in incorporating short PA breaks into their classroom curriculum (88%). As third objective, a followup survey was mailed to teachers along with the exercise DVD “Brain Breaks: Classroom Fitness for Children” that provides 5-7 minute PA segments (43 teachers responded). Teachers perceived that Brain Breaks provided students a beneficial amount of PA (86%) and improved their concentration (91%); teachers intended to continue using Brain Breaks (91%). In conclusion, short PA breaks during the school day is a promising method for promoting increased levels of PA in elementary schools.

/pdf/promoting-physical-activity-in-elementary-schools-needs-55ex10037b.pdf

Promoting Physical Activity in Elementary Schools: Needs Assessment and a Pilot Study of Brain Breaks.

Background: Recess strategies that increase children’s physical activity and contribute to the daily 60 minutes of moderate to vigorous physical activity (MVPA) are recommended Methods: A cluster 

The Effect of Organized Versus Supervised Recess on Elementary School Children’s Participation, Physical Activity, Play, and Social Behavior: A Cluster Randomized Controlled Trial

Schools play an important role in promoting active lifestyles among children. The aim of this study was to evaluate the representation of physical activity (PA) and sedentary behaviours (SBs) in the images of physical education (PE) textbooks. The initial sample was composed of 1 094 images from Spanish PE textbooks. A final sample of 291 images was randomly selected. They were analysed using a coding scheme. The PA domains and SBs, the gender and age of the characters, the time at which the activity occurred and the presence of disability were considered. Men were mainly predominant in the images, which showed leisure-time physical activities (LTPAs). A high percentage of images showed both genders performing SBs. Both the images representing LTPAs and SBs took place mainly after school. Images illustrating active commuting situations were negligible. Both disabled and the elderly groups were under represented. These findings highlight the need to reduce the normalisation of SBs in PE textbooks whilst also minimising differences in gender, age and disability categories in distinct PA contexts. Teachers should be made aware of the imbalance of images according to these categories in order to select textbooks that depict under-represented persons engaged in PA in multiple settings. Key words: Curriculum; Health policy; Methods and materials of instruction; Public Health; School.

Representation of physical activity domains and sedentary behaviours in physical education textbooks: an image analysis

Objectives. We examined whether schools’ participation in the Recess Enhancement Program (REP) in the spring of 2011 was associated with higher rates of children’s vigorous physical activity.Methods. In REP, a coach guides children through age-appropriate games aimed at increasing their physical activity. During recess at 25 New York City public elementary schools (15 REP, 10 non-REP), researchers visually scanned predetermined areas (n = 1339 scans), recording the number of sedentary, walking, and very active children.Results. Multivariate statistical analysis found that participation in REP was a significant predictor (P = .027) of the rate of vigorous physical activity (percentage very active in scan area) whose least-squares means were 41% in REP schools and 27% in non-REP schools. A significantly higher rate in REP schools persisted when the coach was not in the scan area, suggesting a change in the recess culture of REP schools.Conclusions. The rate of vigorous physical activity in REP schools was 1...

Increasing Children’s Physical Activity During School Recess Periods

Objectives We examined whether schools' participation in the Recess Enhancement Program (REP) in the spring of 2011 was associated with higher rates of children's vigorous physical activity. Methods In REP, a coach guides children through age-appropriate games aimed at increasing their physical activity. During recess at 25 New York City public elementary schools (15 REP, 10 non-REP), researchers visually scanned predetermined areas (n = 1339 scans), recording the number of sedentary, walking, and very active children. Results Multivariate statistical analysis found that participation in REP was a significant predictor (P = .027) of the rate of vigorous physical activity (percentage very active in scan area) whose least-squares means were 41% in REP schools and 27% in non-REP schools. A significantly higher rate in REP schools persisted when the coach was not in the scan area, suggesting a change in the recess culture of REP schools. Conclusions The rate of vigorous physical activity in REP schools was 14 percentage points, or 52%, higher than the rate in non-REP schools. This low-cost intervention might be a valuable addition to the tools for combating childhood obesity and worth replicating elsewhere.

/pdf/increasing-children-s-physical-activity-during-school-recess-26i5g2st6n.pdf

[Increasing children's physical activity during school recess periods].

Objectives. We examined whether schools’ participation in the Recess Enhancement Program (REP) in the spring of 2011 was associated with higher rates of children’s vigorous physical activity. Methods. In REP, a coach guides children through age-appropriate games aimed at increasing their physical activity. During recess at 25 New York City public elementary schools (15 REP, 10 non-REP), researchers visually scanned predetermined areas (n = 1339 scans), recording the number of sedentary, walking, and very active children. Results. Multivariate statistical analysis found that participation in REP was a significant predictor (P = .027) of the rate of vigorous physical activity (percentage very active in scan area) whose least-squares means were 41% in REP schools and 27% in non-REP schools. A significantly higher rate in REP schools persisted when the coach was not in the scan area, suggesting a change in the recess culture of REP schools. Conclusions. The rate of vigorous physical activity in REP schools was 14 percentage points, or 52%, higher than the rate in non-REP schools. This low-cost intervention might be a valuable addition to the tools for combating childhood obesityandworthreplicatingelsewhere. (Am J Public Health. 2013;103:1229–1234.

IncreasingChildren'sPhysicalActivityDuringSchool RecessPeriods

OBJETIVOS: Analizamos si la participacion de las escuelas en el Programa de Mejoramiento del Recreo (PMR) en la primavera del ano 2011 estuvo asociada a tasas mas altas de actividad fisica intensa en los ninos. METODOS: En el PMR, un coordinador dirige a los ninos para que practiquen juegos adecuados para la edad a fin de aumentar su nivel de actividad fisica. Durante el recreo en 25 escuelas primarias publicas de la ciudad de Nueva York (15 participantes en el PMR, 10 no participantes en el PMR) los investigadores observaron algunas areas predeterminadas (n = 1 339 observaciones) y registraron el numero de ninos que estaban sedentarios, caminando o muy activos. RESULTADOS: Tras el analisis estadistico con multiples variables se encontro que la participacion en el PMR era una variable predictiva significativa (P = 0,027) de la tasa de actividad fisica intensa (porcentaje de ninos muy activos en las areas de observacion) cuyas medias de los minimos cuadrados fueron de 41% en las escuelas participantes en el PMR y de 27% en escuelas no participantes en el PMR. En las escuelas participantes en el PMR se siguio registrando una tasa significativamente superior incluso cuando el coordinador de juegos no estaba en el area de observacion, lo que sugiere un cambio en la cultura del recreo en las escuelas que participan en este programa. CONCLUSIONES: La tasa de actividad fisica intensa en las escuelas participantes en el PMR fue 14 puntos porcentuales (o 52%) superior a la tasa registrada en las escuelas no participantes en el PMR. Esta intervencion de bajo costo podria ser un agregado valioso a las herramientas para combatir la obesidad infantil y podria valer la pena reproducirla en otros sitios.

/pdf/como-aumentar-la-actividad-fisica-de-los-ninos-durante-el-29f98ohkbp.pdf

Cómo aumentar la actividad física de los niños durante el período del recreo en las escuelas

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Increasing Children’s Physical Activity During School Recess Periods

[Increasing children's physical activity during school recess periods].

IncreasingChildren'sPhysicalActivityDuringSchool RecessPeriods

Cómo aumentar la actividad física de los niños durante el período del recreo en las escuelas