Taemin Ha, Jongho Moon, Hyeonho Yu, Xiaoping Fan, Lisa Paulson
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引用次数: 0
摘要
背景:快速的技术进步使得许多先前对K-12学校技术整合体育活动(PA)干预措施的评论已经过时。对这些干预措施的影响和技术发挥的具体作用进行全面分析的工作明显缺乏。本综述旨在系统地考察技术注入的PA干预措施的效果,并确定技术在K-12学校中的具体类型、角色和情境应用。方法:本系统评价遵循系统评价和荟萃分析的首选报告项目(PRISMA)指南。通过对七个电子数据库(CINAHL, ERIC/EBSCOhost, PsycINFO, PubMed/MEDLINE, Scopus, SPORTDiscus和Web of Science)的彻底搜索,包括了截止到2024年5月20日发表的研究。只考虑随机对照试验(rct),集群rct,或严格的准实验设计与匹配/统计对照比较(n - rct)检查技术注入PA干预学龄儿童和青少年。结果:58项研究符合纳入标准。可穿戴设备(如加速度计)最常用于PA测量。其他技术,如网络平台、移动应用程序和游戏,则作为教育工具、交流平台或核心干预组件。干预措施主要发生在教室,其次是体育教育空间,并扩展到家庭/在线环境、学校休息时间(如课间休息)和课前时间。总体而言,干预措施积极影响了PA水平和相关结果(例如,PA享受),尽管效果因技术类型、设计和环境而异。结论:技术在促进学校PA推广方面具有巨大潜力,但其有效性取决于考虑到技术的具体类型和应用的精心设计的干预措施。
A systematic review of technology-infused physical activity interventions in K-12 school settings: effectiveness, roles, and implementation strategies.
Background: Rapid technological advancements have rendered many prior reviews of technology-integrated physical activity (PA) interventions in K-12 schools obsolete. A comprehensive analysis examining both the effects of these interventions and the specific roles that technology plays has been notably lacking. This review aimed to systematically examine the effects of technology-infused PA interventions and identify the specific types, roles, and contextual applications of technology within K-12 schools.
Methods: This systematic review adhered to the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines. A thorough search across seven electronic databases (CINAHL, ERIC/EBSCOhost, PsycINFO, PubMed/MEDLINE, Scopus, SPORTDiscus, and Web of Science) included studies published up to May 20, 2024. Only randomized controlled trials (RCTs), cluster-RCTs, or rigorous quasi-experimental designs with matched/statistically controlled comparisons (N-RCTs) examining technology-infused PA interventions for school-aged children and adolescents were considered.
Results: Fifty-eight studies met inclusion criteria. Wearable devices (e.g., accelerometers) were the most used for PA measurement. Other technologies like web-based platforms, mobile applications, and exergaming served as educational tools, communication platforms, or core intervention components. Interventions occurred primarily in classrooms, followed by physical education spaces, and extended to home/online environments, school breaks (e.g., recess), and before-school time. Overall, interventions positively affected PA levels and related outcomes (e.g., PA enjoyment), though effectiveness varied by technology type, design, and context.
Conclusions: Technology holds substantial potential to enhance PA promotion in schools, but its effectiveness hinges on well-designed interventions that consider the specific types and applications of technology.
期刊介绍:
International Journal of Behavioral Nutrition and Physical Activity (IJBNPA) is an open access, peer-reviewed journal offering high quality articles, rapid publication and wide diffusion in the public domain.
IJBNPA is devoted to furthering the understanding of the behavioral aspects of diet and physical activity and is unique in its inclusion of multiple levels of analysis, including populations, groups and individuals and its inclusion of epidemiology, and behavioral, theoretical and measurement research areas.