The effects of school-based physical activity interventions on students' health-related fitness knowledge: A systematic review |
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| Institution: | 1. Department of Health, Physical Education and Sport Sciences, Arkansas State University, Jonesbor, AR, 72467, United States;2. Department of Kinesiology, School of Health and Human Performance, The University of North Carolina at Greensboro, Greensboro, NC 27412, USA;3. Department of Kinesiology, University of Georgia, Athens, GA 30609, USA;4. School of General Studies and Academic Support, Davidson County Community College, Lexington, NC 27293, USA;5. Department of Health and Exercise Studies, The North Carolina State University, Campus Box 8111, Raleigh, NC 27695, USA;6. School of Health, Physical Education, & Leisure Services, College of Education, University of Northern Iowa, Cedar Falls, IA 50614, USA;1. Hunter New England Population Health, Locked Bag 10, Wallsend, NSW 2287, Australia;2. School of Medicine and Public Health, University of Newcastle, Callaghan 2308, Australia;3. Hunter Medical Research Institute, Lambton, NSW 2305, Australia;4. Priority Research Centre in Physical Activity and Nutrition, School of Education, University of Newcastle, Callaghan 2308, Australia |
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| Abstract: | This systematic review includes 34 studies examining the effects of school-based physical activity interventions on students' health-related fitness knowledge. The study design, methodological quality, and effectiveness of interventions on students' health-related fitness knowledge were analysed. The majority of the studies (79.4%) revealed significant positive intervention effects on students' health-related fitness knowledge. Studies examining adolescents were more frequently in a position to influence students' health-related fitness knowledge (87.5%) than studies examining children (75%), and studies with low methodological quality (88.8%) had more frequent positive effects than studies with moderate quality (75%). The effects on students' health-related fitness knowledge were independent of moderator variables such as the intervention content, duration and frequency. Only few studies were able to simultaneously positively influence students' health-related fitness knowledge and students' physical activity and/or fitness levels. These programmes can positively influence students' health-related fitness knowledge, but it remains unclear what the practical significance of these changes is. Further research is needed to clarify the influence of students' health-related fitness knowledge on reflection, understanding, physical activity behaviour, and overall physical literacy levels. |
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| Keywords: | Intervention School Physical activity Students Knowledge Systematic review |
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