Physically active learning and school-based physical activity interventions in reducing sedentary time among secondary school students: literature review

Abstract

Background and Study Aim. Sedentary behavior has become a growing concern among secondary school students in contemporary educational settings. Learning activities, screen use, and classroom routines often require students to remain seated for prolonged periods, limiting opportunities for movement during the school day. School-based strategies, including physically active learning, active classrooms, and multi-component physical activity interventions, are increasingly used to address this issue. Despite the application of these approaches, their relative effectiveness in reducing excessive sedentary time among adolescents remains a matter of practical interest. This study aimed to synthesize evidence on the effectiveness of physically active learning and school-based physical activity interventions in reducing excessive sedentary time among secondary school students.

Materials and Methods. This study employed a literature review design following the PRISMA 2020 guidelines. Articles were identified through searches of Scopus, Web of Science, PubMed, SPORTDiscus, ERIC, ScienceDirect, and Google Scholar. The analyzed articles were published in English-language, peer-reviewed journals between 2020 and 2026. Of the 422 articles identified during the initial search, 10 met the eligibility criteria and were included in the final narrative synthesis.

Results. The analyzed articles included randomized controlled trials, cluster-randomized controlled trials, quasi-experimental studies, non-randomized trials, and qualitative studies. The interventions comprised physically active learning, physically active lessons, classroom-based physical activity, active classroom strategies, height-adjustable desks, activity breaks, and school-based multi-component interventions. Most studies demonstrated positive trends in reducing sedentary time, sitting time, or screen time, and in increasing physical activity. However, some studies reported limited or non-significant effects on overall sedentary behavior.

Conclusions. Physically active learning and school-based physical activity interventions have the potential to reduce sedentary time among secondary school students. The effectiveness of these interventions is influenced by programme duration, implementation quality, teacher engagement, measurement methods, and school support. Future research should employ more robust experimental designs, longer intervention periods, and objective measurement tools such as accelerometers.