Alternatives of Physical Activity within School Times and Effects on Cognition. A Systematic Review and Educational Practical Guide

Psicología Educativa: Revista de los Psicólogos de la Educación

Emilio J. Martínez-López¹  Sara Suárez-Manzano¹  Alberto Ruiz-Ariza¹  Manuel de la Torre-Cruz¹ 

[1] Universidad de Jaén, Jaén, Spain, Universidad de Jaén, Spain;

关键词: academic performance;    active lesson break;    active recess;    cognitive performance;    physical activity lesson;    physical activity across the curriculum;    physical education;   

DOI  :  10.5093/psed2020a16

来源: DOAJ

【 摘 要 】

This review analyses educational intervention studies that have researched the effects of physical activity in school on schoolchildren’s cognition. Twenty-nine intervention studies carried out between January 2005 and the end of June 2019 were retrieved from five databases. Fourteen papers analysed the physically activity in academic lessons (PAAL) method, nine analysed the effects of active lesson breaks (ALB), two analysed active recess (AR) intervention, and three analysed combined physical activity (CPA) interventions consisting of two or more types of physical activity. Physical activity in school time has acute and chronic positive effects on cognition in children. In all the interventions (PAAL, ALB, AR, and CPA) short-term high-intensity physical activity sessions improved cognitive performance. Medium- to long-term moderate vigorous physical activity sessions also produced improvements in cognitive performance. The implications of including CPA programmes in the school timetable are discussed and practical guidelines with recommendations are offered.

【 授权许可】

Unknown