| Limerick, Ireland | N = 197, Age = 8.9 ± 1.0 years; EG = 98 students, age = 8.8 ± 1.0 years, n = 5 teachers; CG = 117 students, age = 9.1 ± 0.9 years, n = 5 teachers; | Assess the effectiveness of the “Active Classrooms” intervention, which integrates movement into academic lessons, on MVPA levels of primary school children during class-time and throughout the school day | Active academic lessons taught by the classroom teacher over an 8 week period. | 8 weeks | Accelerometers, Toy Box (adapted from | Significant difference for change in daily class time MVPA levels was identified between the treatment and control groups from pre- to post-intervention and this difference was maintained at follow-up. No significant difference for change in school day MVPA levels from pre- to post-intervention or follow-up. Teachers were highly satisfied with the programme. |
| California, USA | N = 1346, M = 52%, F = 48%; Age = 6 - 11 years | Investigate how CBPA contributes to school-day PA in the form of total school-day step counts | Classroom Breaks Physical Activity of 1 - 5 minutes, 6 - 10 minutes or >10 minutes | 2 years | Accelerometers, Acti Graph GT3X | CBPA appears to provide equal PA benefits for both genders, and to potentially minimize the decline in PA, especially among older students |
| Western USA | N = 62, M = 30, F = 36; Age = 11.6 ± 0.5; EG = 33; GC = 32; | Explore the effect of an active video gaming (AVG) lassroom curriculum on health-related fitness, school day steps, and motivation in sixth graders | AVG curriculum for 30 minutes per day, 3 days per week, for 18 weeks | 18 weeks | PACER Test | Significant group × time interaction for PACES laps. No statistically significant interactions for step counts or any of the motivational variables |
| Stip and Strumica, Macedonia | N = 283, M = 155, F = 128; Age = 9.21 ± 0.97; EG = 152 (M = 86, F = 66, Age = 9.24 ± 0.82years); GC = 131 (M = 69, F = 62, Age = 9.18 ± 1.13) | Explore the effects of Brain Break® activities on interest and motivation for physical activity among schoolchildren and the contribution of such activities on learning for health and holistic development. | Interventions in classroom settings—based Brain Break® video exercises were introduced in the experimental group during a period of three months | 3 months | Questionnaire Attitudes toward Physical Activity Scale, | Positive effects of the applied Brain Break® video exercises as an interventional program. The study confirms the effect of application of Brain Break® video exercises on children’s attitudes for physical activity, motivation for PA, internalization of movement habits as personal good. |