Active School Breaks and Students' Attention: A Systematic Review with Meta-Analysis

被引：38

作者：

Infantes-Paniagua, Alvaro ^{[1
]}

Silva, Ana Filipa ^{[2
,3
]}

Ramirez-Campillo, Rodrigo ^{[4
,5
]}

Sarmento, Hugo ^{[6
,7
]}

Gonzalez-Fernandez, Francisco Tomas ^{[8
]}

Gonzalez-Villora, Sixto ^{[9
]}

Clemente, Filipe Manuel ^{[10
,11
]}

机构：

[1] Univ Castilla La Mancha, Fac Educ Albacete, Arts Educ & Mus, Dept Phys Educ, Albacete 02071, Spain

[2] Polytechn Inst Maia, N2i, P-4475690 Maia, Portugal

[3] Res Ctr Sports Sci, Hlth Sci & Human Dev CIDESD, P-5001801 Vila Real, Portugal

[4] Univ Lagos, Dept Phys Activ Sci, Santiago 8320000, Chile

[5] Univ Mayor, Fac Ciencias, Ctr Investigac Fisiol Ejercicio, Santiago 7500000, Chile

[6] Univ Coimbra, P-3004531 Coimbra, Portugal

[7] Fac Sport Sci & Phys Educ, Res Unit Sport & Phys Act, P-3004531 Coimbra, Portugal

[8] Pontif Univ Comillas, Dept Phys Activ & Sport Sci, Ctr Estudios Superiores Alberta Gimenez, Palma De Mallorca 07013, Spain

[9] Univ Castilla La Mancha, Fac Educ Cuenca, Arts Educ & Mus, Dept Phys Educ, Cuenca 17071, Spain

[10] Inst Politec Viana Castelo, Rua Escola Ind Comercial Nun Alvares, Escola Super Desporto & Lazer, P-4900347 Viana do Castelo, Portugal

[11] Inst Telecomunicacoes, Delegacao Covilha, P-1049001 Lisbon, Portugal

来源：

BRAIN SCIENCES | 2021年 / 11卷 / 06期

关键词：

physical activity; exercise; attention; attentional bias; arousal; randomized controlled trials; non-randomized controlled trials; cross-over studies; systematic review; meta-analysis; PHYSICAL-ACTIVITY INTERVENTIONS; CLASSROOM EXERCISE BREAKS; SELECTIVE ATTENTION; ON-TASK; COGNITIVE PERFORMANCE; ACADEMIC-ACHIEVEMENT; CHILDRENS ATTENTION; EXECUTIVE FUNCTIONS; PROGRAM; BOUTS;

D O I：

10.3390/brainsci11060675

中图分类号：

Q189 [神经科学];

学科分类号：

071006 ;

摘要：

School physical activity breaks are currently being proposed as a way to improve students' learning. However, there is no clear evidence of the effects of active school breaks on academic-related cognitive outcomes. The present systematic review with meta-analysis scrutinized and synthesized the literature related to the effects of active breaks on students' attention. On January 12th, 2021, PubMed, PsycINFO, Scopus, SPORTDiscus, and Web of Science were searched for published interventions with counterbalanced cross-over or parallel-groups designs with a control group, including school-based active breaks, objective attentional outcomes, and healthy students of any age. Studies' results were qualitatively synthesized, and meta-analyses were performed if at least three study groups provided pre-post data for the same measure. Results showed some positive acute and chronic effects of active breaks on attentional outcomes (i.e., accuracy, concentration, inhibition, and sustained attention), especially on selective attention. However, most of the results were not significant. The small number of included studies and their heterogeneous design are the primary limitations of the present study. Although the results do not clearly point out the positive effects of active breaks, they do not compromise students' attention. The key roles of intensity and the leader of the active break are discussed. INPLASY registration number: 202110054.

引用

页数：28

共 94 条

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