Authors, Years

Country

Sample

Objective

Intervention

Durata

Assessment Tools

Results

Whitt-Glover et al., 2011

Forsyth, North Carolina (USA)

EG (immediate intervention) = 4 schools;

ES_2 (delayed intervention) = 3 schools;

CG = 1 school;

Age = 8 - 11 years

Evaluated a policy implementation intervention for to increase in-school PA in elementary schools in Forsyth County, North Carolina, in a randomized study with a delayed intervention control group

Introduce 10-minute PA breaks in classrooms on schedules determined by teachers

2 semesters

SOFIT (adaptedversion; Samuels et al., 2010 )

Students in classrooms engaged in Instant Recess exhibited statistically significant increases in light (51%) and moderate-intensity (16%) PA and increases in time spent in on-task behavior (11%). Control schools experienced similar benefits after they began implementing Instant Recess.

Bershwinger & Brusseau, 2013

Western New York, USA

N = 18, M = 11, F = 7; Age = 9.2 ± 4 years

Determine the impact of classroom teacher led activity breaks on the step counts and moderate-to-vigorous physical activity (MVPA) of 4th grade children at school

5 - 15 minutes of physical activity, 1 - 3 times a day

2 weeks

Accelerometers, The New Lifestyles NL-1000 (New Lifestyles, Lee Summit, MO)

Children significantly increased both their steps and MVPA.

Erwin, Koufoudakis, & Beighle, 2013

USA

N = 54, M = 27, F = 27;

Age = 8 - 12 years;

Describe PA levels and intensity during indoor recess using PA dance videos

15 - 20 minutes of PA using DVD dance videos

5 days

Accelerometers, ActiGraph

Participants averaged 17.66 minutes in indoor recess (22.22%) was spent in moderate-to-vigorous physical activity (MVPA), and 45.70% in low-intensity physical activity (LPA) totaling 67.92% of total recess time. Boys accumulated a higher percentage of MVPA and total PA compared to girls.

Carlson et al., 2015

California, USA

N (students) = 1322; Age = 6 - 11 years;

N (teachers) = 397;

To investigate the relation of classroom physical activity breaks to students’ physical activity and classroom behavior

10 minutes of classroom activity breaks a day

1 years

Accelerometers Actigraph GT3X+, teacher’s questionnaire, an adapted version of del 60-item Classroom Behavior and Assets Scale (Lee et al., 2009)

Minutes/day of activity breaks was positively associated with students’ MVPA. Implementation was negatively associated with students having a lack of effort in class, and student MVPA was negatively associated with students being off task or inattentive in the classroom.