Daly-Smith Andy J, Zwolinsky Stephen, McKenna Jim, Tomporowski Phillip D, Defeyter Margaret Anne, Manley Andrew
School of Sport, Leeds Beckett University, Leeds, UK.
Department of Kinesiology, University of Georgia, Athens, Georgia, USA.
BMJ Open Sport Exerc Med. 2018 Mar 27;4(1):e000341. doi: 10.1136/bmjsem-2018-000341. eCollection 2018.
To examine the impact of acute classroom movement break (CMB) and physically active learning (PAL) interventions on physical activity (PA), cognition, academic performance and classroom behaviour.
Systematic review.
PubMed, EBSCO, Academic Search Complete, Education Resources Information Center, PsycINFO, SPORTDiscus, SCOPUS and Web of Science.
Studies investigating school-based acute bouts of CMB or PAL on (PA), cognition, academic performance and classroom behaviour. The Downs and Black checklist assessed risk of bias.
Ten PAL and eight CMB studies were identified from 2929 potentially relevant articles. Risk of bias scores ranged from 33% to 64.3%. Variation in study designs drove specific, but differing, outcomes. Three studies assessed PA using objective measures. Interventions replaced sedentary time with either light PA or moderate-to-vigorous PA dependent on design characteristics (mode, duration and intensity). Only one study factored individual PA outcomes into analyses. Classroom behaviour improved after longer moderate-to-vigorous (>10 min), or shorter more intense (5 min), CMB/PAL bouts (9 out of 11 interventions). There was no support for enhanced cognition or academic performance due to limited repeated studies.
Low-to-medium quality designs predominate in investigations of the acute impacts of CMB and PAL on PA, cognition, academic performance and classroom behaviour. Variable quality in experimental designs, outcome measures and intervention characteristics impact outcomes making conclusions problematic. CMB and PAL increased PA and enhanced time on task. To improve confidence in study outcomes, future investigations should combine examples of good practice observed in current studies.
CRD42017070981.
探讨急性课堂活动休息（CMB）和体育活动学习（PAL）干预对身体活动（PA）、认知、学业成绩和课堂行为的影响。
系统评价。
PubMed、EBSCO、学术搜索完整版、教育资源信息中心、PsycINFO、体育文献数据库、SCOPUS和科学网。
调查基于学校的急性CMB或PAL发作对（PA）、认知、学业成绩和课堂行为影响的研究。采用唐斯和布莱克清单评估偏倚风险。
从2929篇潜在相关文章中识别出10项PAL研究和8项CMB研究。偏倚风险评分范围为33%至64.3%。研究设计的差异导致了具体但不同的结果。三项研究使用客观测量方法评估PA。干预措施根据设计特点（方式、持续时间和强度），用轻度PA或中度至剧烈PA替代久坐时间。只有一项研究将个体PA结果纳入分析。在较长时间的中度至剧烈（>10分钟）或较短时间的更剧烈（5分钟）CMB/PAL发作后，课堂行为得到改善（11项干预措施中有9项）。由于重复研究有限，没有证据支持认知或学业成绩得到提高。
在CMB和PAL对PA、认知、学业成绩和课堂行为的急性影响的研究中，低至中等质量的设计占主导地位。实验设计、结果测量和干预特征的质量差异影响结果，使得结论存在问题。CMB和PAL增加了PA，并延长了专注任务的时间。为了提高对研究结果的信心，未来的研究应结合当前研究中观察到的良好实践示例。
PROSPERO注册号：CRD42017070981。
