Correlates of physical activity and sedentary behavior in children and adolescents during school recess: a systematic review and meta-analysis
Notice bibliographique
Résumé
BACKGROUND: Physical activity (PA) and sedentary behavior (SED) during school recess in children and adolescents are associated with numerous factors, such as age, gender, and adult engagement. Identifying these correlates can inform the design of recess programs and interventions in schools, while also providing evidence to support the establishment of future recess-related policies. Therefore, this study aimed to identify the correlates of PA and SED in children and adolescents during school recess. METHODS: A systematic search was conducted for studies published in PubMed, EBSCO, and Web of Science from May 2011 to December 2024. We conducted three rounds of literature screening, including removing duplicates, screening titles and abstracts, and full-text screening. This study followed the PRISMA guidelines. The risk of bias was assessed using the Cochrane risk of bias tool. The effect of interventions on PA and SED was assessed by random effects meta-analysis. Identified factors were categorized using the social ecological model. RESULTS: 72 studies were included in this systematic review. Multiple factors, including age, gender, Body Mass Index (BMI), family economic status, length and frequency of school recess, structured recess, provision of exercise equipment, and playground markings, have been identified as being positively associated with PA among children and adolescents during school recess. Gender factors are also associated with SED. The meta-analysis included 6 studies. Overall results indicated that interventions implemented during school recess had an impact on Light PA (SMD = 0.53; 95% CI = 0.14, 0.93; I²=83%), Moderate PA (SMD = 0.38; 95% CI = 0.16, 0.60; I²=25%), Vigorous PA (SMD = 0.26; 95% CI = 0.09, 0.44; I²=0%), and Moderate-to-Vigorous PA (SMD = 0.49; 95% CI = 0.09, 0.88; I²=86%) in children and adolescents. However, there was no statistically significant effect of the intervention on SED (SMD=-0.54; 95% CI=-1.15, -0.06; I²=91%) (P > 0.05). CONCLUSION: This review identified several individual, social, physical environment, and organizational and policy level factors that correlate with PA among children and adolescents during school recess. However, it found a correlation only between gender at the individual level and SED. Therefore, future research should focus more on the relationship between social, physical environment, and organizational and policy level factors and SED among children and adolescents during school recess.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,016 | 0,047 |
| Méta-épidémiologie (sens strict) | 0,003 | 0,002 |
| Méta-épidémiologie (sens large) | 0,020 | 0,039 |
| Bibliométrie | 0,010 | 0,010 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,004 | 0,002 |
| Science ouverte | 0,003 | 0,002 |
| Intégrité de la recherche | 0,002 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».