dc.creator | Bailey, Richard | es |
dc.creator | Ries, Francis | es |
dc.creator | Scheuer, Claude | es |
dc.date.accessioned | 2023-05-17T10:24:33Z | |
dc.date.available | 2023-05-17T10:24:33Z | |
dc.date.issued | 2023 | |
dc.identifier.citation | Bailey, R., Ries, F. y Scheuer, C. (2023). Active Schools in Europe—A Review of Empirical Findings. Sustainability, 15 (4), 3806. https://doi.org/10.3390/su15043806. | |
dc.identifier.issn | 2071-1050 | es |
dc.identifier.uri | https://hdl.handle.net/11441/146204 | |
dc.description.abstract | Physical activity is an important part of children’s and young people’s healthy functioning,
but evidence suggests many students are inactive to the extent that they are compromising their
well-being. Traditionally, schools have played a minor role in contributing to physical activity, but it
has held relatively low prestige. Some commentators have called for Whole-School or Active School
approaches. Physical activity, in these models, is integrated into all aspects of school life. This article
reports on a review of the most-cited elements of school-based physical activity promotion, assesses
evidence of actual and potential contributions, and provides a tentative weight of evidence judgement
for each component. A rapid reviewing methodology was followed, and the searches used a range
of specialist academic databases (PsycARTICLES, PsycINFO, SPORTdiscus, CINAHL Complete),
Google Scholar, ResearchGate, and Academia.edu, restricted to 2010–2021. Six settings were found to
have the potential to add physical activity time, although none suffices alone: Active Breaks; Active
Homework; Active Learning; Active Recess; Active Transport; and School Sports. Active Schools
offer a plausible solution to the problem of physical inactivity by adding moments of movement and
integrating physical activity in all aspects of school life, underlining the need for school-level change,
the consideration of stakeholder groups, and the social and physical environments of school. | es |
dc.format | application/pdf | es |
dc.format.extent | 22 p. | es |
dc.language.iso | eng | es |
dc.publisher | MDPI | es |
dc.relation.ispartof | Sustainability, 15 (4), 3806. | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Active breaks | es |
dc.subject | Active classrooms | es |
dc.subject | Active homework | es |
dc.subject | Active recess | es |
dc.subject | Active travel | es |
dc.subject | Adolescents | es |
dc.subject | Children | es |
dc.subject | Physical activity | es |
dc.subject | Physical education | es |
dc.subject | School sports | es |
dc.title | Active Schools in Europe—A Review of Empirical Findings | es |
dc.type | info:eu-repo/semantics/article | es |
dcterms.identifier | https://ror.org/03yxnpp24 | |
dc.type.version | info:eu-repo/semantics/publishedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Educación Física y Deporte | es |
dc.relation.publisherversion | http://doi.org/10.3390/su15043806 | es |
dc.identifier.doi | 10.3390/su15043806 | es |
idus.validador.nota | Paqui | es |
dc.journaltitle | Sustainability | es |
dc.publication.volumen | 15 | es |
dc.publication.issue | 4 | es |
dc.publication.initialPage | 3806 | es |