Sohl Jeppesen Lise, Sandfeld Jesper, Smedegaard Søren, Nielsen Glen, Mandelid Mathias Brekke, Norup Malene, Wienecke Jacob, Bugge Anna
Department of Nutrition, Exercise and Sports, University of Copenhagen, DK-2200 Copenhagen, Denmark.
Department of Midwifery, Physiotherapy, Occupational Therapy and Psychomotor Therapy, University College Copenhagen, DK-2200 Copenhagen, Denmark.
Int J Environ Res Public Health. 2025 Jan 7;22(1):67. doi: 10.3390/ijerph22010067.
Physical activity (PA) should be an essential part of all children's lives, as it can promote physical and mental health, enhance general well-being, and positively impact learning outcomes. Schools offer an ideal setting to encourage physical activity during the school day, as nearly all children attend school. However, schools present a complex environment for implementing PA, and sedentary behavior is common in classroom teaching. This study explores the feasibility of two types of school-based physical activity interventions: one based on research in exercise and cognition (Run, Jump & Fun) and another grounded in embodied learning (Move & Learn). Run, Jump & Fun can be conceptualized as extra non-curricular physical activity implemented into the school day while Move & Learn is integrated into curricular time. The 8-week study involved third-grade students and their teachers from seven schools, with educational strategies applied to support adoption. Quantitative and qualitative data were collected before, during, and after the 8-week period. The results indicated that both interventions were feasible to implement, leading to a series of recommendations for further refinement. These recommendations can guide the development of future school-based PA interventions and inspire other researchers to assess and improve their implementation strategies.
体育活动应成为所有儿童生活的重要组成部分，因为它可以促进身心健康，提升总体幸福感，并对学习成果产生积极影响。学校提供了一个鼓励在校期间进行体育活动的理想环境，因为几乎所有儿童都上学。然而，学校是实施体育活动的复杂环境，久坐行为在课堂教学中很常见。本研究探讨了两种基于学校的体育活动干预措施的可行性：一种基于运动与认知研究（奔跑、跳跃与乐趣），另一种基于具身学习（移动与学习）。奔跑、跳跃与乐趣可被概念化为在学校日常中实施的额外非课程体育活动，而移动与学习则融入课程时间。这项为期8周的研究涉及来自7所学校的三年级学生及其教师，并应用了教育策略来支持采用。在8周期间之前、期间和之后收集了定量和定性数据。结果表明，两种干预措施都可行，从而得出了一系列进一步完善的建议。这些建议可以指导未来基于学校的体育活动干预措施的发展，并激励其他研究人员评估和改进他们的实施策略。
