ABSTRACT
ObjectiveTo systematically review the psychological and behavioral health benefits and quality of life of adolescent participation in physical activity in a health-promoting school perspective, based on the International Classification of Functioning, Disability and Health (ICF) and PRISMA principles. MethodsPubMed, Web of Science, and CNKI were searched to collect randomized controlled trials related to adolescents' participation in physical activity in schools and health outcomes, published from January, 2011 to June 2023, for a systematic review. ResultsEight studies were included, with 23 652 participants from six countries, mainly from journals related to public health, nursing, child and adolescent mental health, and international environmental research. The types of school physical activity interventions included physical fitness (warm-up and stretching, recreation center activities, shuttle runs, jumping jacks and jump ropes, squats and push-ups, running, wrist and arm training), skills (dribbling, passing, throwing, and catching) and sports (Kripalu yoga, basketball, volleyball, soccer sports, Ringo alternative sports, tennis and jump rope). The frequency of activities was one to six times a week, the intensity ranged from low to high, and the duration was mainly from two to 40 weeks. The psychological and behavioral health benefits of school-based physical activity involved three aspects. In terms of mental health, their social-emotional competence improved, negative emotions reduced, self-efficacy increased, subjective emotional feelings, behavioral control and intelligence improved, cognition and mental health improved; the stress coping strategies were developed, and the cognitive structures for emotion regulation, positive thinking and stress coping were learned. In terms of behavioral health aspects related to physical activity, their physical health and physical activity levels increased, the sense of health responsibility and awareness increased, knowledge of nutrition and health was enriched, behavioral control improved, executive functioning improved, academic achievement and participation in school activities increased, and absence from duty decreased. In terms of quality of life, academic performance, exercise habits and healthy lifestyles, positive attitudes, and interpersonal and stress management skills all improved. ConclusionIn the health-promoting school perspective, physical activity is integrated into the school health promotion system, and physical activity interventions in fitness, skills and sports are implemented to improve adolescents' psychological and behavioral health and quality of life, namely improving cognitive and executive functioning; improving social skills, emotional control, positive thinking, positive physical activity behaviors and health literacy, positive mindset; improving academic performance, good health habits and positive attitude towards life, interpersonal and stress management skills; and increasing overall well-being.
ABSTRACT
Resumen El objetivo de esta sistematización es mostrar el proceso que dio origen al modelo escuelas en movimiento", conceptualmente anclado al modelo ecológico, cuyo propósito es contrarrestar los efectos del sedentarismo, el sobrepeso y la obesidad infantil desde el ámbito escolar. El trabajo se gestó valiéndose de estructuras ya existentes e instaladas en instituciones públicas, que contemplaban, dentro de sus acciones, la creación de espacios de promoción de la salud y actividad física; desde esta perspectiva, se utilizó la RECAFIS (Red Costarricense de Actividad Física para la Salud) del sector Belén-Flores, de la provincia de Heredia, Costa Rica, que sirvió de plataforma para implementar este modelo de intervención llamado escuelas en movimiento. Dicho modelo se llevó a cabo en tres escuelas públicas en la provincia de Heredia. La metodología consistió en observar las actividades que realizaban los niños y las niñas durante el tiempo escolar (recreos, clases de educación física, comportamiento en las aulas). Posteriormente se ejecutó un plan de actividades dirigido a la promoción de estilos activos en los niveles interpersonal, intrapersonal y organizativo. Esta estrategia de trabajo estuvo respaldada con el modelo ecológico. Se sistematizaron las experiencias vividas con el fin de orientar la construcción de intervenciones en la promoción de estilos de vida activos en la niñez dentro del ámbito escolar, mediante la estimulación de destrezas motoras básicas como brincar, saltar y correr. Se incluyen las intervenciones en las que participaron las familias, con los niños y niñas e instituciones. Conclusiones: La intervención multinivel, interinstitucional basada en la teoría ecológica demostró su idoneidad para promocionar estilos de vida activos en los espacios de los niveles académicos y desde clases de Educación Física, mediante intervenciones novedosas, que contemplen sus gustos e intereses para ser sujetos más activos y saludables sin segregar a escolares con sobrepeso y obesidad, por los efectos de estigmatización y obstáculos que generó esta práctica.
Abstract This systematization aims to show the process that originated the schools in the movement model, conceptually anchored to the ecological model whose purpose is to counteract the effects of a sedentary lifestyle, overweight, and childhood obesity at school. The work was conceived using existing structures installed in public institutions; this included, among the actions, the creation of spaces to promote health and physical activity. Under this perspective, RECAFIS (Costa Rican Network of Physical Activity for Health) from the Belen-Flores sector, in the province of Heredia, Costa Rica, was used; it served as a platform to implement this intervention model called schools in movement. This model was implemented in three public schools in the province of Heredia. The methodology consisted of observing the activities that boys and girls carried out during school time (breaks, physical education classes, classroom behavior). Subsequently, an activity plan was implemented to promote active styles at the interpersonal, intrapersonal, and organizational levels. The ecological model supported this work strategy. The experiences lived were systematized to guide the construction of interventions to promote active lifestyles in childhood within the school environment by stimulating basic motor skills such as skipping, jumping, and running. The interventions in which families, children, and institutions participated are included. Conclusions: The multi-level, inter-institutional intervention, based on the ecological theory, demonstrated its suitability to promote active lifestyles in the spaces of the academic levels and from Physical Education classes, through original interventions, which contemplate students' tastes and interests to let them be more active and healthy without segregating overweight and obese schoolchildren due to the stigmatization effects and obstacles that this practice generated.
Resumo O objetivo desta sistematização é mostrar o processo que deu origem ao modelo das Escolas em Movimento, conceitualmente ancorado no Modelo Ecológico; que tem como finalidade, contrariar os efeitos do sedentarismo, do excesso de peso e da obesidade infantil a partir do ambiente escolar. O trabalho foi realizado utilizando estruturas existentes instaladas em instituições públicas, o que incluiu a criação de espaços de promoção da saúde e da atividade física em suas ações. Sob esta perspectiva, a RECAFIS (Rede Costarriquenha de Atividade Física para a Saúde) do setor Belén-Flores, na província de Heredia, Costa Rica, foi utilizada como plataforma para implementar este modelo de intervenção denominado Escolas em Movimento. Este modelo foi realizado em três escolas públicas na província de Heredia. A metodologia consistia em observar as atividades que as crianças realizavam durante o horário escolar (intervalos, aulas de educação física, comportamento em sala de aula). Posteriormente, foi implementado um plano de atividades destinado a promover estilos ativos nos níveis interpessoal, intrapessoal e organizacional. Esta estratégia de trabalho foi apoiada pelo Modelo Ecológico. As experiências foram sistematizadas a fim de orientar a construção de intervenções na promoção de estilos de vida ativos em crianças dentro do ambiente escolar, através do estímulo de habilidades motoras básicas como pular, saltar e correr. Isto inclui intervenções envolvendo famílias, crianças e instituições. Conclusões: A intervenção interinstitucional multinivel baseada na Teoria Ecológica demonstrou sua aptidão para promover estilos de vida ativos nos espaços das matérias acadêmicas e das aulas de Educação Física, através de intervenções inovadoras, que contemplam seus gostos e interesses a fim de serem mais ativos e saudáveis, sem segregar o excesso de peso e as crianças obesas em idade escolar, devido aos efeitos de estigmatização e obstáculos gerados por esta prática.