Norris et al. (2015) recently conducted a systematic review of classroom physical activity. Findings indicate that classroom physical activity increases student physical activity levels and significantly improves or does not hinder educational outcomes with all results either positive or neutral. This review calls for further research to gain a more complete understanding of the impact of classroom physical activity impact.
Naylor et al. (2015) systematically reviewed implementation of school-based physical activity interventions. While studies varied in their assessment of implementation strategies and outcomes, the most influential factor to implementation success was time.
Burrows et al. (2014) determined that scheduled physical activity is associated with better academic performance. In this sample, about 80% of students exercised for less than two hours per week. Students who reported more than four hours per week of exercise were significantly more likely to perform about the 50th percentile in standardized academic achievement tests.
Katz, Mulder, and Pronk (2014) used worksite wellness Sit-Stand results as a method of improving student behavior and learning.
Chaput, Carson, Gray, and Tremblay (2014) proposed the importance of all movement behaviors in a 24 hour period for overall health of children.
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