1 University College London, London, UK.
2 University of Sydney, Sydney, New South Wales, Australia.
Health Educ Behav. 2018 Dec;45(6):945-956. doi: 10.1177/1090198118762106. Epub 2018 Mar 21.
Physically active lessons have not often been assessed with randomized controlled trials.
Evaluate the effects of the "Virtual Traveller" (VT) intervention delivered using classroom interactive whiteboards on physical activity, on-task behavior, and student engagement.
Participants were 219 children aged 8 to 9 years from 10 schools in Greater London, assessed in a cluster-randomized controlled trial between March 2015 and May 2016. For 6 weeks, intervention children received 10-minute VT sessions three times a week during math and English lessons (VT group: n = 113). Children in control schools received regular teaching (COM group: n = 106). Outcomes were school-day, weekend-day, and lesson-time sedentary behavior (SB), light physical activity (LPA) and moderate-to-vigorous physical activity (MVPA), and on-task behavior and student engagement, assessed at baseline (T0), 2 weeks (T1), and 4 weeks (T2) during the VT intervention and 1 week (T3) and 3 months (T4) postintervention using multilevel modeling.
VT pupils engaged in significantly more school-day MVPA at T1 only, with no other significant differences between groups in overall school-day or weekend-day activity. VT pupils engaged in significantly less SB and more MVPA during lesson time than COM pupils. More on-task behavior was shown in VT pupils than COM pupils but there was no difference in student engagement.
VT reduced sedentary behavior and increased physical activity during lesson time but not across overall school or weekend days. VT improved on-task behavior but had no effect on student engagement.
Physical activity can be integrated into teaching using interactive whiteboards with no detriment to educational outcomes.
使用随机对照试验对体育课进行评估的情况并不常见。
评估在课堂交互式白板上使用“虚拟旅行者”（VT）干预措施对身体活动、任务行为和学生参与度的影响。
参与者为来自大伦敦 10 所学校的 219 名 8 至 9 岁儿童，于 2015 年 3 月至 2016 年 5 月进行了一项基于群组的随机对照试验。在 6 周的时间里，干预组儿童每周在数学和英语课上接受 10 分钟的 VT 课程三次（VT 组：n=113）。对照组学校的儿童接受常规教学（COM 组：n=106）。在基线（T0）、2 周（T1）和 4 周（T2）的 VT 干预期间以及干预后 1 周（T3）和 3 个月（T4），使用多水平模型评估了校日、周末日和课时的久坐行为（SB）、低强度体力活动（LPA）和中等到剧烈体力活动（MVPA）、任务行为和学生参与度。
仅在 T1 时，VT 组学生的校日 MVPA 显著增加，而在整体校日或周末日活动中，两组之间没有其他显著差异。VT 组学生在课时中的 SB 明显减少，MVPA 明显增加。与 COM 组学生相比，VT 组学生表现出更多的任务行为，但学生参与度没有差异。
VT 减少了课时中的久坐行为并增加了体力活动，但对整体校日或周末日活动没有影响。VT 提高了任务行为，但对学生参与度没有影响。
使用交互式白板可以将体育活动融入教学，而不会对教育成果产生不利影响。
