Effects of class-based physical activity in physical literacy: a systematic review
DOI:
https://doi.org/10.47197/retos.v52.100143Keywords:
movement, school, Physical Education, childhood, adolescence, motor developmentAbstract
In the school setting, Physical Education (PE) can be an ideal context to promote physical activity (PA) participation, with benefits in pupils’ cognitive, psychosocial, and motor development, or what is considered as Physical Literacy (PL). However, school time dedicated to PE is scarce, so including regular classroom-based PA can provide a significant stimulus to increase the time spent practicing PA and its associated benefits. The objectives of this study were: a) to identify studies that attempt to develop PL by means of classroom-based PA or PE, b) to determine the effects of these interventions, and c) to identify the aspects of the design of these studies that are considered to be the most effective. To this end, a systematic review was carried out using seven scientific databases and 14013 studies were identified, of which 17 were included in the review. The results obtained with respect to AFAO interventions suggest that they can serve to improve attention, especially those with a duration of 10 to 15 minutes and with moderate or vigorous intensity. Although it is difficult to draw definitive conclusions about the interventions carried out in PE classes due to the level of heterogeneity in the characteristics of the interventions, the variables analyzed and the evaluation instruments used, it seems that those interventions focused on creating a motivational climate through games or collaborative learning are effective in improving both motor competence and enjoyment when performing PA.
Keywords: movement, school, Physical Education, childhood, adolescence, motor development.
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