The effects of school-based physical activity interventions on students' health-related fitness knowledge: A systematic review. (October 2015)

• Record Type: Journal Article
• Authors: Demetriou, Yolanda; Sudeck, Gorden; Thiel, Ansgar; Höner, Oliver
• Is Part Of: Educational research review. Volume 16(2015:Oct.)
• Page Start: 19
• Page End: 40
• Publication Date: 2015-10
• Subjects: Intervention -- School -- Physical activity -- Students -- Knowledge -- Systematic review; Education -- Research -- Periodicals; 370.7205
• DOI: 10.1016/j.edurev.2015.07.002
• Languages: English
• ISSNs: 1747-938X

Abstract

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. Highlights: Significant positive intervention effects on students' HRF knowledge in 79.4% of the studies. Intervention effects on students' HRF knowledge were moderated to a small extent by students' age. Studies with low methodological quality had more frequent positive intervention effects. Students' HRF knowledge was independent of content, duration and frequency of the programme. Few studies simultaneously influence knowledge and behaviour.