Classroom Movement Breaks and Physically Active Learning Are Feasible, Reduce Sedentary Behaviour and Fatigue, and May Increase Focus in University Students: A Systematic Review and Meta-Analysis
Abstract
:1. Introduction
2. Methods
2.1. Registration
2.2. Search and Study Selection
2.3. Study Selection
2.4. Data Extraction
2.5. Study Quality and Risk of Bias
2.6. Data Analysis
3. Results
3.1. Study Characteristics
3.2. Quality Assessment
3.3. Intervention Design and Delivery
3.4. Feasibility
3.5. Physical Outcomes
3.6. Cognitive Outcomes
4. Discussion
Limitations
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
- Castro, O.; Bennie, J.; Vergeer, I.; Bosselut, G.; Biddle, S.J.H. How Sedentary Are University Students? A Systematic Review and Meta-Analysis. Prev. Sci. 2020, 21, 332–343. [Google Scholar] [CrossRef] [PubMed]
- Guthold, R.; Stevens, G.A.; Riley, L.M.; Bull, F.C. Worldwide trends in insufficient physical activity from 2001 to 2016: A pooled analysis of 358 population-based surveys with 1·9 million participants. Lancet Glob. Health 2018, 6, e1077–e1086. [Google Scholar] [CrossRef] [Green Version]
- Guthold, R.; Stevens, G.A.; Riley, L.M.; Bull, F.C. Global trends in insufficient physical activity among adolescents: A pooled analysis of 298 population-based surveys with 1·6 million participants. Lancet Child Adolesc. Health 2020, 4, 23–35. [Google Scholar] [CrossRef]
- Bull, F.C.; Al-Ansari, S.S.; Biddle, S.; Borodulin, K.; Buman, M.P.; Cardon, G.; Carty, C.; Chaput, J.P.; Chastin, S.; Chou, R.; et al. World Health Organization 2020 guidelines on physical activity and sedentary behaviour. Br. J. Sports Med. 2020, 54, 1451–1462. [Google Scholar] [CrossRef]
- Carson, V.; Hunter, S.; Kuzik, N.; Gray, C.E.; Poitras, V.J.; Chaput, J.P.; Saunders, T.J.; Katzmarzyk, P.T.; Okely, A.D.; Connor Gorber, S.; et al. Systematic review of sedentary behaviour and health indicators in school-aged children and youth: An update. Appl. Physiol. Nutr. Metab. 2016, 41, S240–S265. [Google Scholar] [CrossRef]
- Okely, A.D.; Ghersi, D.; Loughran, S.P.; Cliff, D.P.; Shilton, T.; Jones, R.A.; Stanley, R.M.; Sherring, J.; Toms, N.; Eckermann, S.; et al. A collaborative approach to adopting/adapting guidelines. The Australian 24-h movement guidelines for children (5–12 years) and young people (13–17 years): An integration of physical activity, sedentary behaviour, and sleep. Int. J. Behav. Nutr. Phys. Act. 2022, 19, 2. [Google Scholar] [CrossRef]
- Poitras, V.J.; Gray, C.E.; Borghese, M.M.; Carson, V.; Chaput, J.P.; Janssen, I.; Katzmarzyk, P.T.; Pate, R.R.; Connor Gorber, S.; Kho, M.E.; et al. Systematic review of the relationships between objectively measured physical activity and health indicators in school-aged children and youth. Appl. Physiol. Nutr. Metab. 2016, 41, S197–S239. [Google Scholar] [CrossRef]
- Tremblay, M.S.; Aubert, S.; Barnes, J.D.; Saunders, T.J.; Carson, V.; Latimer-Cheung, A.E.; Chastin, S.F.M.; Altenburg, T.M.; Chinapaw, M.J.M. Sedentary Behavior Research Network (SBRN)—Terminology Consensus Project process and outcome. Int. J. Behav. Nutr. Phys. Act. 2017, 14, 75. [Google Scholar] [CrossRef] [Green Version]
- Cohen, D.A.; Han, B.; Kraus, L.; Young, D.R. The trajectory of patterns of light and sedentary physical activity among females, ages 14–23. PLoS ONE 2019, 14, e0223737. [Google Scholar] [CrossRef]
- Kwan, M.Y.; Cairney, J.; Faulkner, G.E.; Pullenayegum, E.E. Physical activity and other health-risk behaviors during the transition into early adulthood: A longitudinal cohort study. Am. J. Prev. Med. 2012, 42, 14–20. [Google Scholar] [CrossRef]
- Chaput, J.P.; Willumsen, J.; Bull, F.; Chou, R.; Ekelund, U.; Firth, J.; Jago, R.; Ortega, F.B.; Katzmarzyk, P.T. 2020 WHO guidelines on physical activity and sedentary behaviour for children and adolescents aged 5–17 years: Summary of the evidence. Int. J. Behav. Nutr. Phys. Act. 2020, 17, 141. [Google Scholar] [CrossRef]
- Dempsey, P.C.; Biddle, S.J.H.; Buman, M.P.; Chastin, S.; Ekelund, U.; Friedenreich, C.M.; Katzmarzyk, P.T.; Leitzmann, M.F.; Stamatakis, E.; van der Ploeg, H.P.; et al. New global guidelines on sedentary behaviour and health for adults: Broadening the behavioural targets. Int. J. Behav. Nutr. Phys. Act. 2020, 17, 151. [Google Scholar] [CrossRef]
- Gordon, B.R.; McDowell, C.P.; Hallgren, M.; Meyer, J.D.; Lyons, M.; Herring, M.P. Association of Efficacy of Resistance Exercise Training With Depressive Symptoms: Meta-analysis and Meta-regression Analysis of Randomized Clinical Trials. JAMA Psychiatry 2018, 75, 566–576. [Google Scholar] [CrossRef]
- Gordon, B.R.; McDowell, C.P.; Lyons, M.; Herring, M.P. The Effects of Resistance Exercise Training on Anxiety: A Meta-Analysis and Meta-Regression Analysis of Randomized Controlled Trials. Sports Med. 2017, 47, 2521–2532. [Google Scholar] [CrossRef]
- Rathore, A.; Lom, B. The effects of chronic and acute physical activity on working memory performance in healthy participants: A systematic review with meta-analysis of randomized controlled trials. Syst. Rev. 2017, 6, 124. [Google Scholar] [CrossRef]
- Grasdalsmoen, M.; Eriksen, H.R.; Lønning, K.J.; Sivertsen, B. Physical exercise and body-mass index in young adults: A national survey of Norwegian university students. BMC Public Health 2019, 19, 1354. [Google Scholar] [CrossRef]
- Murphy, M.H.; Carlin, A.; Woods, C.; Nevill, A.; MacDonncha, C.; Ferguson, K.; Murphy, N. Active students are healthier and happier than their inactive peers: The results of a large representative cross-sectional study of university students in Ireland. J. Phys. Act. Health 2018, 15, 737–746. [Google Scholar] [CrossRef] [Green Version]
- Maitiniyazi, G.; Chen, Y.; Qiu, Y.Y.; Xie, Z.X.; He, J.Y.; Xia, S.F. Characteristics of Body Composition and Lifestyle in Chinese University Students with Normal-Weight Obesity: A Cross-Sectional Study. Diabetes Metab. Syndr. Obes. 2021, 14, 3427–3436. [Google Scholar] [CrossRef]
- Miller, J.M.; Street, B.D. Metabolic Syndrome and Physical Activity Levels in College Students. Metab. Syndr. Relat. Disord. 2019, 17, 431–435. [Google Scholar] [CrossRef]
- Kang, M.; Joo, M.; Hong, H.; Kang, H. Eating Speed, Physical Activity, and Cardiorespiratory Fitness Are Independent Predictors of Metabolic Syndrome in Korean University Students. Nutrients 2021, 13, 2420. [Google Scholar] [CrossRef]
- Hirko, K.A.; Kantor, E.D.; Cohen, S.S.; Blot, W.J.; Stampfer, M.J.; Signorello, L.B. Body mass index in young adulthood, obesity trajectory, and premature mortality. Am. J. Epidemiol. 2015, 182, 441–450. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Lin, J.; Wang, K.; Chen, Z.; Fan, X.; Shen, L.; Wang, Y.; Yang, Y.; Huang, T. Associations Between Objectively Measured Physical Activity and Executive Functioning in Young Adults. Percept. Mot. Skills 2018, 125, 278–288. [Google Scholar] [CrossRef] [PubMed]
- Salas-Gomez, D.; Fernandez-Gorgojo, M.; Pozueta, A.; Diaz-Ceballos, I.; Lamarain, M.; Perez, C.; Kazimierczak, M.; Sanchez-Juan, P. Physical Activity Is Associated With Better Executive Function in University Students. Front. Hum. Neurosci. 2020, 14, 11. [Google Scholar] [CrossRef] [PubMed]
- Matsuda, K.; Ikeda, S.; Mitsutake, T.; Nakahara, M.; Nagai, Y.; Ikeda, T.; Horikawa, E. Factors influencing executive function by physical activity level among young adults: A near-infrared spectroscopy study. J. Phys. Ther. Sci. 2017, 29, 470–475. [Google Scholar] [CrossRef] [Green Version]
- Schultchen, D.; Reichenberger, J.; Mittl, T.; Weh, T.R.M.; Smyth, J.M.; Blechert, J.; Pollatos, O. Bidirectional relationship of stress and affect with physical activity and healthy eating. Br. J. Health Psychol. 2019, 24, 315–333. [Google Scholar] [CrossRef] [Green Version]
- Felez-Nobrega, M.; Hillman, C.H.; Cirera, E.; Puig-Ribera, A. The association of context-specific sitting time and physical activity intensity to working memory capacity and academic achievement in young adults. Eur. J. Public Health 2017, 27, 741–746. [Google Scholar] [CrossRef]
- Hosteng, K.R.; Reichter, A.P.; Simmering, J.E.; Carr, L.J. Uninterrupted Classroom Sitting is Associated with Increased Discomfort and Sleepiness Among College Students. Int. J. Environ. Res. Public Health 2019, 16, 2498. [Google Scholar] [CrossRef] [Green Version]
- Ma, J.K.; Le Mare, L.; Gurd, B.J. Four minutes of in-class high-intensity interval activity improves selective attention in 9- to 11-year olds. Appl. Physiol. Nutr. Metab. 2015, 40, 238–244. [Google Scholar] [CrossRef]
- Norris, E.; Van Steen, T.; Direito, A.; Stamatakis, E. Physically active lessons in schools and their impact on physical activity, educational, health and cognition outcomes: A systematic review and meta-analysis. Br. J. Sports Med. 2020, 54, 826–838. [Google Scholar] [CrossRef] [Green Version]
- Bedard, C.; St John, L.; Bremer, E.; Graham, J.D.; Cairney, J. A systematic review and meta-analysis on the effects of physically active classrooms on educational and enjoyment outcomes in school age children. PLoS ONE 2019, 14, e0218633. [Google Scholar] [CrossRef] [Green Version]
- McMichan, L.; Gibson, A.M.; Rowe, D.A. Classroom-Based Physical Activity and Sedentary Behavior Interventions in Adolescents: A Systematic Review and Meta-Analysis. J. Phys. Act. Health 2018, 15, 383–393. [Google Scholar] [CrossRef] [Green Version]
- Masini, A.; Marini, S.; Gori, D.; Leoni, E.; Rochira, A.; Dallolio, L. Evaluation of school-based interventions of active breaks in primary schools: A systematic review and meta-analysis. J. Sci. Med. Sport 2020, 23, 377–384. [Google Scholar] [CrossRef]
- Daly-Smith, A.J.; Zwolinsky, S.; McKenna, J.; Tomporowski, P.D.; Defeyter, M.A.; Manley, A. Systematic review of acute physically active learning and classroom movement breaks on children’s physical activity, cognition, academic performance and classroom behaviour: Understanding critical design features. BMJ Open Sport Exerc. Med. 2018, 4, e000341. [Google Scholar] [CrossRef]
- Dupont, F.; Léger, P.-M.; Begon, M.; Lecot, F.; Sénécal, S.; Labonté-Lemoyne, E.; Mathieu, M.-E. Health and productivity at work: Which active workstation for which benefits: A systematic review. Occup. Environ. Med. 2019, 76, 281–294. [Google Scholar] [CrossRef] [Green Version]
- Ojo, S.O.; Bailey, D.P.; Chater, A.M.; Hewson, D.J. The Impact of Active Workstations on Workplace Productivity and Performance: A Systematic Review. Int. J. Environ. Res. Public Health 2018, 15, 417. [Google Scholar] [CrossRef] [Green Version]
- Loh, R.; Stamatakis, E.; Folkerts, D.; Allgrove, J.E.; Moir, H.J. Effects of Interrupting Prolonged Sitting with Physical Activity Breaks on Blood Glucose, Insulin and Triacylglycerol Measures: A Systematic Review and Meta-analysis. Sports Med. 2019, 50, 295–330. [Google Scholar] [CrossRef] [Green Version]
- Cao, C.; Liu, Y.; Zhu, W.; Ma, J. Effect of Active Workstation on Energy Expenditure and Job Performance: A Systematic Review and Meta-analysis. J. Phys. Act. Health 2016, 13, 562–571. [Google Scholar] [CrossRef]
- Chrismas, B.C.R.; Taylor, L.; Cherif, A.; Sayegh, S.; Bailey, D.P. Breaking up prolonged sitting with moderate-intensity walking improves attention and executive function in Qatari females. PLoS ONE 2019, 14, e0219565. [Google Scholar] [CrossRef] [Green Version]
- Ludyga, S.; Gerber, M.; Brand, S.; Pühse, U.; Colledge, F. Effects of Aerobic Exercise on Cognitive Performance Among Young Adults in a Higher Education Setting. Res. Q. Exerc. Sport 2018, 89, 164–172. [Google Scholar] [CrossRef]
- Zuniga, K.E.; Mueller, M.; Santana, A.R.; Kelemen, W.L. Acute aerobic exercise improves memory across intensity and fitness levels. Memory 2019, 27, 628–636. [Google Scholar] [CrossRef]
- Sng, E.; Frith, E.; Loprinzi, P.D. Temporal Effects of Acute Walking Exercise on Learning and Memory Function. Am. J. Health Promot. 2018, 32, 1518–1525. [Google Scholar] [CrossRef] [PubMed]
- Pilcher, J.J.; Morris, D.M.; Limyansky, S.E.; Bryant, S.A. The effect of using activity workstations on heart rate variability during complex cognitive tasks. J. Am. Coll. Health 2022, 70, 948–955. [Google Scholar] [CrossRef] [PubMed]
- Weir, C.B.; Jan, A. BMI Classification Percentile And Cut Off Points. StatPearls 29 June 2021. 2021. Available online: https://www.ncbi.nlm.nih.gov/books/NBK541070 (accessed on 13 December 2021).
- Landis, J.R.; Koch, G.G. The measurement of observer agreement for categorical data. Biometrics 1977, 33, 159–174. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Joubert, L.; Kilgas, M.; Riley, A.; Gautam, Y.; Donath, L.; Drum, S. In-Class cycling to augment college student academic performance and reduce physical inactivity: Results from an RCT. Int. J. Environ. Res. Public Health 2017, 14, 1343. [Google Scholar] [CrossRef] [Green Version]
- Downs, S.H.; Black, N. The feasibility of creating a checklist for the assessment of the methodological quality both of randomised and non-randomised studies of health care interventions. J. Epidemiol. Commun. Health 1998, 52, 377–384. [Google Scholar] [CrossRef] [Green Version]
- Hooper, P.M.D.F.; Jutai, J.W.P.; Strong, G.O.D.M.; Russell-Minda, E.M.A. Age-related macular degeneration and low-vision rehabilitation: A systematic review. Can. J. Ophthalmol. 2008, 43, 180–187. [Google Scholar] [CrossRef]
- Silverman, S.R.; Schertz, L.A.; Yuen, H.K.; Lowman, J.D.; Bickel, C.S. Systematic review of the methodological quality and outcome measures utilized in exercise interventions for adults with spinal cord injury. Spinal Cord 2012, 50, 718–727. [Google Scholar] [CrossRef]
- Review Manager. Version 5.4. The Cochrane Collaboration. 2020. Available online: revman.cochrane.org (accessed on 29 May 2022).
- Bowen, D.J.P.; Kreuter, M.P.M.P.H.; Spring, B.P.A.; Cofta-Woerpel, L.P.; Linnan, L.S.C.; Weiner, D.P.; Bakken, S.R.N.D.F.; Kaplan, C.P.P.; Squiers, L.P.; Fabrizio, C.P.; et al. How We Design Feasibility Studies. Am. J. Prev. Med. 2009, 36, 452–457. [Google Scholar] [CrossRef] [Green Version]
- Grosprêtre, S.; Ennequin, G.; Peseux, S.; Isacco, L. Feasibility and acceptability of “active” classroom workstations among French university students and lecturers: A pilot study. BMC Public Health 2021, 21, 1001. [Google Scholar] [CrossRef]
- Maeda, H.M.S.; Quartiroli, A.P.; Vos, P.W.P.; Carr, L.J.P.; Mahar, M.T.E. Feasibility of Retrofitting a University Library with Active Workstations to Reduce Sedentary Behavior. Am. J. Prev. Med. 2014, 46, 525–528. [Google Scholar] [CrossRef]
- Bastien Tardif, C.; Cantin, M.; Sénécal, S.; Léger, P.M.; Labonté-Lemoyne, É.; Begon, M.; Mathieu, M.E. Implementation of Active Workstations in University Libraries-A Comparison of Portable Pedal Exercise Machines and Standing Desks. Int. J. Environ. Res. Public Health 2018, 15, 1242. [Google Scholar] [CrossRef] [Green Version]
- Ferrer, M.E.; Laughlin, D.D. Increasing College Students’ Engagement and Physical Activity with Classroom Brain Breaks: Editor: Ferman Konukman. J. Phys. Educ. Recreat. Danc. 2017, 88, 53–56. [Google Scholar] [CrossRef]
- Keating, R.; Ahern, S.; Bisgood, L.; Mernagh, K.; Nicolson, G.H.; Barrett, E.M. Stand up, stand out. Feasibility of an active break targeting prolonged sitting in university students. J. Am. Coll. Health 2020, 1–7, Online ahead of print. [Google Scholar] [CrossRef]
- Clement, K.A.; Carr, S.; Johnson, L.; Carter, A.; Dosch, B.R.; Kaufman, J.; Fleming-May, R.; Mays, R.; Walker, T. Reading, writing, and … running? Assessing active space in libraries. Perform. Meas. Metr. 2018, 19, 166–175. [Google Scholar] [CrossRef]
- Peiris, C.L.; O’Donoghue, G.; Rippon, L.; Meyers, D.; Hahne, A.; De Noronha, M.; Lynch, J.; Hanson, L.C. Classroom Movement Breaks Reduce Sedentary Behavior and Increase Concentration, Alertness and Enjoyment during University Classes: A Mixed-Methods Feasibility Study. Int. J. Environ. Res. Public Health 2021, 18, 5589. [Google Scholar] [CrossRef]
- Jerome, M.; Janz, K.F.; Baquero, B.; Carr, L.J. Introducing sit-stand desks increases classroom standing time among university students. Prev. Med. Rep. 2017, 8, 232–237. [Google Scholar] [CrossRef]
- Mnich, C.; Bachert, P.; Kunkel, J.; Wäsche, H.; Neumann, R.; Nigg, C.R. Stand Up, Students! Decisional Cues Reduce Sedentary Behavior in University Students. Front. Public Health 2019, 7, 230. [Google Scholar] [CrossRef]
- Pilcher, J.J.; Morris, D.M.; Bryant, S.A.; Merritt, P.A.; Feigl, H.B. Decreasing sedentary behavior: Effects on academic performance, meta-cognition, and sleep. Front. Neurosci. 2017, 11, 219. [Google Scholar] [CrossRef]
- Blasche, G.; Szabo, B.; Wagner-Menghin, M.; Ekmekcioglu, C.; Gollner, E. Comparison of rest-break interventions during a mentally demanding task. Stress Health 2018, 34, 629–638. [Google Scholar] [CrossRef]
- Niedermeier, M.; Weiss, E.M.; Steidl-Müller, L.; Burtscher, M.; Kopp, M. Acute Effects of a Short Bout of Physical Activity on Cognitive Function in Sport Students. Int. J. Environ. Res. Public Health 2020, 17, 3678. [Google Scholar] [CrossRef] [PubMed]
- Paulus, M.; Kunkel, J.; Schmidt, S.C.E.; Bachert, P.; Wäsche, H.; Neumann, R.; Woll, A. Standing Breaks in Lectures Improve University Students’ Self-Perceived Physical, Mental, and Cognitive Condition. Int. J. Environ. Res. Public Health 2021, 18, 4204. [Google Scholar] [CrossRef] [PubMed]
- Zhang, Z.; Zhang, B.; Cao, C.; Chen, W. The effects of using an active workstation on executive function in Chinese college students. PLoS ONE 2018, 13, e0197740. [Google Scholar] [CrossRef]
- Castro, O.; Vergeer, I.; Bennie, J.; Cagas, J.; Biddle, S.J.H. Using the Behavior Change Wheel to Understand University Students’ Prolonged Sitting Time and Identify Potential Intervention Strategies. Int. J. Behav. Med. 2021, 28, 360–371. [Google Scholar] [CrossRef] [PubMed]
- Chandrasekaran, B.; Pesola, A.J.; Rao, C.R.; Arumugam, A. Does breaking up prolonged sitting improve cognitive functions in sedentary adults? A mapping review and hypothesis formulation on the potential physiological mechanisms. BMC Musculoskelet. Disord. 2021, 22, 274. [Google Scholar] [CrossRef]
- Claassen, J.A.H.R.; Thijssen, D.H.J.; Panerai, R.B.; Faraci, F.M. Regulation of cerebral blood flow in humans: Physiology and clinical implications of autoregulation. Physiol. Rev. 2021, 101, 1487–1559. [Google Scholar] [CrossRef]
- Stoner, L.; Willey, Q.; Evans, W.S.; Burnet, K.; Credeur, D.P.; Fryer, S.; Hanson, E.D. Effects of acute prolonged sitting on cerebral perfusion and executive function in young adults: A randomized cross-over trial. Psychophysiology 2019, 56, e13457. [Google Scholar] [CrossRef]
- Carter, S.E.; Ijer, R.; Holder, S.M.; Brown, L.; Thijssen, D.H.J.; Hopkins, N.D. Regular walking breaks prevent the decline in cerebral blood flow associated with prolonged sitting. J. Appl. Physiol. 2018, 125, 790–798. [Google Scholar] [CrossRef]
- Smith, J.A.B.; Savikj, M.; Sethi, P.; Platt, S.; Gabriel, B.M.; Hawley, J.A.; Dunstan, D.; Krook, A.; Zierath, J.R.; Näslund, E. Three weeks of interrupting sitting lowers fasting glucose and glycemic variability, but not glucose tolerance, in free-living women and men with obesity. Am. J. Physiol. Endocrinol. Metab. 2021, 321, E203–E216. [Google Scholar] [CrossRef]
Study, Design, Location | Participants | Baseline Characteristics | Intervention | Feasibility Outcomes | Efficacy Outcomes |
---|---|---|---|---|---|
Bastien Tardif et al. [53], feasibility study, Canada | n = 99 Mean age: 28 years Gender: 43 M, 51 F, 5 NB | BMI: 23.6 63% meeting PA guidelines Sedentary Time: 7.7 h/day Physical Activity: 4.1 h/day | Experimental: Choice of portable pedal exercise machine or standing desk When: Participant determined Where: Library Duration: 5 months Supervision: Participant self-supervised Control: Conventional sitting desk |
| Cognitive outcomes
|
Clement et al. [56], mixed-methods feasibility study, USA | n = 138 Age: NR Gender: NR | Experimental: Choice of standing desk, stationary bike, workstations, treadmill desks, or balance-ball chairs When: Participant determined Where: Library Duration: 5 months Supervision: Researcher and participant self- supervised Control: Standard desk and chair |
| Cognitive outcomes
| |
Grospretre et al. [51], feasibility study, France | n = 663 Mean age: 19 years Gender: 417 M, 246 F | BMI 21.6 Sedentary Time: 82% ≥4 h/day 25% ≥7 h/day PA: 40% >10 h/week, 50% 5–10 h/week | Experimental: Choice of Standing desks, swiss ball, upright cycling desk, or seated pedal/stepper board When: During class, participant determined intensity Where: Classroom Duration: 6 months Supervision: Classroom teacher and participant self-supervised Control: Standard desk and chair |
| Cognitive Outcomes
|
Jerome et al. [58], cross-over intervention, USA | n = 496 n survey = 143 Mean age: 20 years Gender: 37 M, 106 F | BMI: 23.3 45% meeting PA guidelines Ethnicity: 86% white | Experimental: Height adjustable sit-stand desks and stools, point of decision prompt When: Participant determined Where: Classroom Duration: 12 weeks Supervision: Participant self-supervised Control: Traditional seated desk with armrests |
| Cognitive Outcomes
|
Joubert et al. [45], randomised controlled trial, USA | n = 9 Age: 19–24 years Gender: 7 M, 17 F | PA score ^ 346.7 min/week GPA 3.3 | Experimental: Stationary cycle desks When: During class at intensity RPE 2/10 for 50 min Where: Classroom Duration: 13 weeks Supervision: Classroom teacher and participant self-supervised Control: Standard tables and chairs |
| Cognitive Outcomes
|
Maeda et al. [52], feasibility study, USA | n = 527 Mean age: 26 years Gender: NR | Experimental: Portable pedal machines at desks. Prompts encouraging pedal machine use When: Participant determined Where: Library Duration: 11 weeks Supervision: Participant self-supervision Control: None |
| Cognitive Outcomes
| |
Mnich et al. [59], observational study, Germany | n = 2809 Age: NR Gender:1882 M, 927 F | Experimental: Sit–stand desks and decisional cues When: Participant determined Where: Study area Duration: 3 weeks Supervision: Researchers Control: Baseline (no decisional cues) |
| Cognitive Outcomes
Physical Outcomes Observed sitting, standing, and active time | |
Pilcher et al. [60], randomised controlled trial, USA | n = 59 Mean age: 18 years Gender: 42 M, 75 F | Experimental: Stationary bike with desktop When: 2 h weekly at slow pace Where: Library Duration: 10 weeks Supervision: Participants self-supervision Control: Standard desk and chair |
| Cognitive Outcomes
|
Study, Design, Location | Participants | Baseline Characteristics | Intervention | Feasibility | Efficacy |
---|---|---|---|---|---|
Blasche et al. [61], single-group intervention–control study, Austria | n = 66 Mean age: 23 years Gender: 13 M, 53 F | Experimental: 6 min unstructured break or exercise break or relaxation break When: After 45 min of 2 h lecture Where: Classroom lecture setting Duration: 4 weeks Supervision: Supervised by research assistants Control: No break |
| Cognitive Outcomes
| |
Ferrer and Laughlin [54], feasibility study, USA | n = 53 Mean age: NR Gender: NR | Experimental: Exercise break of unspecified duration When: Every 15 to 20 min in class Where: Classroom setting Duration: One semester Supervision: Supervised by professors Control: None |
| Cognitive Outcomes
| |
Keating et al. [55], feasibility study, Republic of Ireland | n = 106 Age: 17–25+ years Gender: 18 M, 87 F, 1 ND | Experimental: 4 min of simple moderate intensity aerobic exercises When: After 1 h and 45 min of 2 h lecture Where: Classroom/lecture theatre setting Duration: One month Supervision: Researcher Control: None |
| Cognitive Outcomes
| |
Niedermeier et al. [62], randomised controlled trial, Austria | n = 51 Mean age: 22 years Gender: 34 M, 17 F | BMI: 22.7 intervention group, 22.6 control group | Experimental: Running for 10 min at 13–15 Borg RPE intensit yWhen: After 45 min of lecture, for 10 min Where: Outside of classroom Duration: One year Supervision: Test leader and researcher Control: No break |
| Cognitive Outcomes
|
Paulus et al. [63], non-randomised controlled trial, Germany | n = 836 Mean age: NR Gender: NR | Baseline activity: 96% spend entire 90 min lecture sitting. In total, 2% interrupted with standing breaks, 15% interrupt with stretching exercise and 4% leave lecture due to long sitting | Experimental: 5 min standing break or active break When: After 45 min of class. Where: Classroom or lecture setting Duration: One semester Supervision: By class lecturer, sports student, or participant self-supervised Control: Open break |
| Cognitive Outcomes
|
Peiris et al. [57], mixed-methods feasibility study, Australia | n = 85 Mean age: 23 Gender: 26 M, 58 F, I NB | Experimental: 5–10 min whole body exercise break When: After every 20 min of a 2 h class Where: Classroom setting and outside of classroom Duration: One semester Supervision: By classroom tutors and participant self-supervised Control: No break |
| Cognitive Outcomes
|
Reporting | External Validity | Internal Validity (Bias) | Internal Validity (Confounding) | Power | Total | |
---|---|---|---|---|---|---|
Question Numbers | 1–10 | 11–13 | 14–20 | 21–26 | 27 | |
Maximum Score | 11 | 3 | 7 | 6 | 1 | 28 |
PAL studies | ||||||
Bastien Tardif et al. [53] | 6 | 0 | 3 | 0 | 0 | 9 |
Clement et al. [56] | 4 | 0 | 2 | 0 | 0 | 6 |
Grospretre et al. [51] | 5 | 1 | 3 | 0 | 0 | 9 |
Jerome et al. [58] | 8 | 1 | 4 | 4 | 0 | 17 |
Joubert et al. [45] | 8 | 1 | 5 | 4 | 0 | 18 |
Maeda et al. [52] | 6 | 0 | 2 | 0 | 0 | 8 |
Mnich et al. [59] | 8 | 0 | 4 | 0 | 0 | 12 |
Pilcher et al. [60] | 8 | 0 | 4 | 3 | 0 | 15 |
CMB studies | ||||||
Blasche et al. [61] | 6 | 0 | 4 | 4 | 0 | 14 |
Ferrer and Laughlin [54] | 2 | 0 | 3 | 1 | 0 | 6 |
Keating et al. [55] | 6 | 2 | 2 | 0 | 0 | 10 |
Niedermeier et al. [62] | 9 | 3 | 5 | 3 | 0 | 20 |
Paulus et al. [63] | 6 | 1 | 4 | 2 | 0 | 13 |
Peiris et al. [57] | 10 | 3 | 5 | 3 | 0 | 21 |
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. |
© 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Lynch, J.; O’Donoghue, G.; Peiris, C.L. Classroom Movement Breaks and Physically Active Learning Are Feasible, Reduce Sedentary Behaviour and Fatigue, and May Increase Focus in University Students: A Systematic Review and Meta-Analysis. Int. J. Environ. Res. Public Health 2022, 19, 7775. https://doi.org/10.3390/ijerph19137775
Lynch J, O’Donoghue G, Peiris CL. Classroom Movement Breaks and Physically Active Learning Are Feasible, Reduce Sedentary Behaviour and Fatigue, and May Increase Focus in University Students: A Systematic Review and Meta-Analysis. International Journal of Environmental Research and Public Health. 2022; 19(13):7775. https://doi.org/10.3390/ijerph19137775
Chicago/Turabian StyleLynch, Julia, Gráinne O’Donoghue, and Casey L. Peiris. 2022. "Classroom Movement Breaks and Physically Active Learning Are Feasible, Reduce Sedentary Behaviour and Fatigue, and May Increase Focus in University Students: A Systematic Review and Meta-Analysis" International Journal of Environmental Research and Public Health 19, no. 13: 7775. https://doi.org/10.3390/ijerph19137775