IDEAS home Printed from https://ideas.repec.org/a/gam/jijerp/v19y2022i2p688-d720203.html
   My bibliography  Save this article

Physical Activity in High School Classrooms: A Promising Avenue for Future Research

Author

Listed:
  • Barbara Fenesi

    (Faculty of Education, Western University, London, ON N6G 1G7, Canada)

  • Jeffrey D. Graham

    (Faculty of Health Sciences, Ontario Tech University, Oshawa, ON L1G 0C5, Canada)

  • Madeline Crichton

    (Faculty of Education, Western University, London, ON N6G 1G7, Canada)

  • Michelle Ogrodnik

    (Department of Kinesiology, McMaster University, Hamilton, ON L8S 4L8, Canada)

  • Jasmyn Skinner

    (Faculty of Education, Western University, London, ON N6G 1G7, Canada)

Abstract

Adolescence represents a sensitive period whereby lifestyle factors such as physical activity can have profound, long-lasting effects on development and later life habits. However, adolescence constitutes a period of frequent sedentary behaviour. Among children, integrating physical activity into elementary school classrooms has been shown to reduce sedentary behaviour and improve academic achievement and overall physical and mental health. However, this promising area of research has not extended to adolescents and high school classrooms. In this paper, we describe the benefits of conducting research on the impact of physically active high school classrooms, and highlight the challenges and potential misconceptions associated with research in this field. Specifically, we review research on the role of physical activity in adolescent development, the benefits of classroom-based physical activity for children, and discuss the factors that may have led researchers to focus on classroom-based physical activity primarily for children, despite the potentially similar benefits for adolescents.

Suggested Citation

  • Barbara Fenesi & Jeffrey D. Graham & Madeline Crichton & Michelle Ogrodnik & Jasmyn Skinner, 2022. "Physical Activity in High School Classrooms: A Promising Avenue for Future Research," IJERPH, MDPI, vol. 19(2), pages 1-11, January.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:2:p:688-:d:720203
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/1660-4601/19/2/688/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/1660-4601/19/2/688/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Chloe Bedard & Laura St John & Emily Bremer & Jeffrey D Graham & John Cairney, 2019. "A systematic review and meta-analysis on the effects of physically active classrooms on educational and enjoyment outcomes in school age children," PLOS ONE, Public Library of Science, vol. 14(6), pages 1-19, June.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Ana Barbosa & Stephen Whiting & Philippa Simmonds & Rodrigo Scotini Moreno & Romeu Mendes & João Breda, 2020. "Physical Activity and Academic Achievement: An Umbrella Review," IJERPH, MDPI, vol. 17(16), pages 1-29, August.
    2. Beatriz Polo-Recuero & Miguel Ángel Rojo-Tirado & Alfonso Ordóñez-Dios & Denise Breitkreuz & Alberto Lorenzo, 2021. "The Effects of Bike Desks in Formal Education Classroom-Based Physical Activity: A Systematic Review," Sustainability, MDPI, vol. 13(13), pages 1-11, June.
    3. Myrto F. Mavilidi & Sue Bennett & Fred Paas & Anthony D. Okely & Spyridoula Vazou, 2021. "Parents’ and Early Childhood Educators’ Perceptions on Movement and Learning Program Implementation," IJERPH, MDPI, vol. 18(22), pages 1-22, November.
    4. Ruth Boat & Simon B. Cooper & Fabio Carlevaro & Francesca Magno & Giulia Bardaglio & Giovanni Musella & Daniele Magistro, 2022. "16 Weeks of Physically Active Mathematics and English Language Lessons Improves Cognitive Function and Gross Motor Skills in Children Aged 8–9 Years," IJERPH, MDPI, vol. 19(24), pages 1-12, December.
    5. Julia Lynch & Gráinne O’Donoghue & Casey L. Peiris, 2022. "Classroom Movement Breaks and Physically Active Learning Are Feasible, Reduce Sedentary Behaviour and Fatigue, and May Increase Focus in University Students: A Systematic Review and Meta-Analysis," IJERPH, MDPI, vol. 19(13), pages 1-15, June.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jijerp:v:19:y:2022:i:2:p:688-:d:720203. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.