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Background <p>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.</p> Desing and Methods <p>This randomised controlled trial included 113 students (7th -8th grade) from four secondary schools. The experimental group (<i>n</i> = 60) received a weekly PAL lesson for 16-weeks, while the control group (<i>n</i> = 53) continued with traditional teaching. PA and sedentary time were assessed by accelerometers over seven full-days 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. </p> Results <p>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 (<i>p</i> &lt; 0.001, η2 = 0.444) during school-time.</p> Conclusions <p>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.</p> Trial Registration <p>Clinical Trials Registry: NCT05891054. Retrospectively registered. <a href="https://clinicaltrials.gov/study/NCT05891054?cond=ACTIVE%20CLASS%20study%26rank=1">https://clinicaltrials.gov/study/NCT05891054?cond=ACTIVE%20CLASS%20study&amp;rank=1</a>.</p>

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

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月7日

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  • María González-Pérez,
  • Daniel Camiletti-Moirón,
  • Abel Ruiz-Hermosa,
  • Fátima Martín-Acosta,
  • Alberto Grao-Cruces,
  • David Sánchez-Oliva

摘要

Background

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 full-days 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. https://clinicaltrials.gov/study/NCT05891054?cond=ACTIVE%20CLASS%20study&rank=1.