Larose David, Massie Carole-Lynn, St-Aubin Alix, Boulay-Pelletier Valérie, Boulanger Elyse, Lavoie Marie Denise, Yessis Jennifer, Tremblay Angelo, Drapeau Vicky
Department of Kinesiology, Université Laval, Québec, Canada.
Quebec Heart and Lung Institute Research Center, Université Laval, Québec, Canada.
J Act Sedentary Sleep Behav. 2024 Dec 2;3(1):30. doi: 10.1186/s44167-024-00068-2.
Children aged 6 to 17 spend long periods of sitting at school. Reducing these behaviors and increasing physical activity has been linked to improvements in cognitive functions and decreased musculoskeletal issues. The purpose of this scoping review was to describe interventions implementing flexible learning spaces, active breaks, and active lessons and their effects on sedentary behaviors as well as on physical activity, learning, and musculoskeletal health.
A search on databases (EDUCATION SOURCE, ERIC, SPORTDISCUS, MEDLINE, EMBASE, and WEB OF SCIENCE) was carried out in April 2021 and updated in June 2022 according to the guidelines of the "PRISMA-ScR". Studies on flexible learning spaces and physical activity in elementary and secondary school classes were retained. These also had to measure the effects of the interventions on sedentary behaviors, physical activity, learning (e.g., academic achievement), and musculoskeletal health outcomes.
Ninety-two articles were identified; twenty-four from the initial screening, thirty-two from the update, and thirty-six were manually included. Among these 92 articles, twenty-one studies used only flexible learning spaces, twenty-three used only active breaks, thirty-six used only active lessons, four used both flexible learning spaces and active breaks separately in different classes, five combined active breaks and active lessons, and three combined flexible learning spaces and active breaks. Analyses show positive changes in sedentary behaviors (32 articles/40) and physical activity (52 articles/74) including sitting time, sit-to-stand transitions, number of steps, and moderate-to-vigorous physical activity. Positive effects were also observed on learning (13 articles/26) or musculoskeletal health outcomes (3 articles/8). Although many studies found no effect of these interventions, no studies report harmful interventions on these variables. The most effective strategy to reduce sedentary behaviors seems to be flexible learning spaces with adapted teaching approaches.
Results indicate that flexible learning spaces, active breaks, and active lessons effectively reduce sedentary behaviors and increase physical activity without negatively influencing academic achievement. Further studies are needed to understand better the effects of combining these interventions and their effects on children's learning and musculoskeletal health outcomes.
6至17岁的儿童在学校长时间坐着。减少这些行为并增加身体活动与认知功能的改善以及肌肉骨骼问题的减少有关。本范围综述的目的是描述实施灵活学习空间、课间活动和动态课程的干预措施及其对久坐行为、身体活动、学习和肌肉骨骼健康的影响。
2021年4月在数据库（教育源数据库、教育资源信息中心数据库、体育数据库、医学期刊数据库、荷兰医学文摘数据库和科学引文索引数据库）中进行了检索，并根据“PRISMA-ScR”指南于2022年6月进行了更新。纳入了关于中小学课堂中灵活学习空间和身体活动的研究。这些研究还必须测量干预措施对久坐行为、身体活动、学习（如学业成绩）和肌肉骨骼健康结果的影响。
共识别出92篇文章；初始筛选出24篇，更新筛选出32篇，另有36篇通过人工筛选纳入。在这92篇文章中，21项研究仅使用了灵活学习空间，23项仅使用了课间活动，36项仅使用了动态课程，4项在不同班级分别使用了灵活学习空间和课间活动，5项将课间活动和动态课程相结合，3项将灵活学习空间和课间活动相结合。分析表明，久坐行为（32篇文章/40项研究）和身体活动（52篇文章/74项研究）出现了积极变化，包括久坐时间、坐立转换次数、步数以及中等到剧烈的身体活动。在学习（13篇文章/26项研究）或肌肉骨骼健康结果（3篇文章/8项研究）方面也观察到了积极影响。尽管许多研究发现这些干预措施没有效果，但没有研究报告这些干预措施对这些变量有有害影响。减少久坐行为最有效的策略似乎是采用灵活学习空间并结合适应性教学方法。
结果表明，灵活学习空间、课间活动和动态课程能有效减少久坐行为并增加身体活动，且不会对学业成绩产生负面影响。需要进一步研究以更好地了解这些干预措施相结合的效果及其对儿童学习和肌肉骨骼健康结果的影响。
