Harris & Chen, 2018

Michigan, USA

N = 116, M = 59, F = 57; age = 10 - 11 years;

EG Fitbit-O = 29; GS PAEB-C = 31; CG = 56;

Examine the effects of a 4-week technology-enhanced physical activity (PA) interventions on students’ real-time

daily PA and aerobic fitness levels

Intervention group participating in daily physical activity engaging the brain with Fitbit Challenge (PAEB-C), another intervention group wearing Fitbits only (Fitbit-O) daily, five days per week, or the comparison group

4 weeks

PACER (FitnessGram®)

The PAEB-C students showed significantly higher steps and minutes of being very active and fairly active and lower minutes of

being sedentary daily than the Fitbit-O group.

Glapa et al., 2018

Poland

N = 326, M = 170, F = 156; Age = 9.74 ± 1.06 years;

EG = 264 (M = 132, F = 132, Age = 9.6 ± 1.08 years);

GC = 62 (M = 38, F = 24, Age = 10.1 ± 0.92 years)

Examine the effectiveness of the Brain Breaks® Physical Activity Solutions in changing attitudes toward physical activity of school children in a community in Poland

Physical activities two times per day in three to five minutes using Brain Breaks® videos for four months

4 months

Attitudes toward Physical Activity Scale (Mok et al., 2015)

Time-by-group interaction effects in “Self-efficacy on learning with video exercises”.

Watson et al., 2018

Melbourne, Australia

N = 374, Age = 8 - 10 years;

GS = 123 (M = 50%, F = 50%, Age = 9.22 ± 0.61 years);

GC = 218 (M = 54%,

F = 46%, Age = 9.07 ± 0.63 years)

Assess the feasibility and efficacy of a 6-week pilot active break program (ACTI-BREAK) on academic achievement, classroom behaviour and physical activity

3 × 5 min active breaks into classroom routine daily

6 weeks

WARP test (Wheldall & Madelaine, 2013) , Westwood One Minute Tests of Basic Number Facts (Westwood, 2000) ; Direct Behaviour Rating Scale e Classroom Behaviour and Assets Survey-Teacher (adapted; Chafouleas et al., 2013 ); accelerometers

Significant intervention effects were found for classroom behavior at the individual level; effects were stronger for boys (than girls. No effect was found for classroom behavior at the whole class level, reading, math or physical activity. PP findings were similar.

Calella et al., 2019

Italy

n = 47

Age = 8 - 9 years

Develop and evaluate the feasibility of a classroom-based intervention which integrates PA during the school time, and assess its potential effect on reducing inactivity in primary school children

Four exercises, based on fundamental movement skills and gross motor coordination, which differed for each session at a set time: —1st session 8:40 Stretching; —2^nd session 9:40 Running and jump; —3^rd session 11:40 Upper limb exercises; —4th session 12:40 Lower limb exercises

4 months

Acti Graph GT1M; questionnaire

Reduction of inactivity of 12 min and an equivalent increase in PA levels (5 min MVPA). Girls showed lower time spent in light and moderate PA and higher amount of inactivity than boys and responded better to the intervention. The satisfaction of children and teachers was high.