Martin & Mourtagh, 2016

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 Androutsos et al., 2014 )

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.

Calvert et al., 2017

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

Fu & Burns, 2018

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 (Meredith & Welk, 2010) , pedometer and self-report (Gao et al., 2008; Harter, 1978; Scanlan et al., 1993; Ommundsen et al., 2008; Xiang et al., 2006; Guay et al., 2000; Goudas & Dermitzaki, 2004)

Significant group × time interaction for PACES laps. No statistically significant interactions for step counts or any of the motivational variables

Popeska et al., 2018

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, (Mok et al., 2015)

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.