Effect of physically active learning on physical activity levels in secondary school students: The ACTIVE CLASS Study

Abstract

Currently, school days are predominantly sedentary, which has negative implications for students’ physical and mental health. This study had two primary objectives: (i) to evaluate the effects of a physically active learning (PAL) intervention on physical activity (PA) levels during school hours; and (ii) to compare PA patterns during school hours and throughout the day between days with and without PAL sessions. As a secondary objective, the study analysed the intensity distribution of PA during PAL lessons. Desing and Methods. This randomised controlled trial included 113 students (7th -8th grade) from four secondary schools. The experimental group (n = 60) received a weekly PAL lesson for 16-weeks, while the control group (n = 53) continued with traditional teaching. PA and sedentary time were assessed by accelerometers over seven fulldays before and during the last week of the intervention. Generalised linear mixed models were used to analyse the intervention’s effect on school PA and the differences in full-day and school-time PA on PAL vs. non-PAL day. Additionally, a descriptive analysis was performed to present the average distribution of PA intensities during PAL lessons. Results. Although a slight reduction in sedentary time and an increase in moderate-vigorous PA (MVPA) were observed, no significant differences were found in PA levels during the overall school-time after the intervention, nor in full-day PA the day it was implemented. However, there was a significant effect on the day of implementation of a PAL lesson in MVPA levels (p < 0.001, η2 = 0.444) during school-time. Conclusions. PAL lessons can significantly increase MVPA during the school day, but these effects do not appear to persist throughout the full-day or in weekly school averages. Trial Registration. Clinical Trials Registry: NCT05891054. Retrospectively registered