The effectiveness of school-based run/walk programmes to develop physical literacy and physical activity components in primary school children. A systematic review.

Autor/inn/en	Anico, Shannah; Wilson, Laura; Eyre, Emma; Smith, Elizabeth
Titel	The effectiveness of school-based run/walk programmes to develop physical literacy and physical activity components in primary school children. A systematic review. Gefälligkeitsübersetzung: Die Wirksamkeit von schulischen Lauf- und Gehprogrammen zur Förderung der Bewegungskompetenz und der körperlichen Aktivität von Grundschulkindern. Eine systematische Überprüfung.
Quelle	In: Journal of sports sciences, 40 (2022) 22, S. 2552-2569 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0264-0414; 1466-447X
DOI	10.1080/02640414.2023.2174720
Schlagwörter	Kompetenz; Empirische Untersuchung; Forschung; Metaanalyse; Leistungsfähigkeit; Motorische Entwicklung; Forschung; Gesundheit; Kind; Leistungsfähigkeit; Schule; Motorische Entwicklung; Sportunterricht; Analyse; Kompetenz; Public Health; Ausdauer; Intervention; Metaanalyse; Gesundheitssport; Gesundheitsförderung; Public Health; Kind; Schule; Primarbereich; Gesundheit; Gesundheitsförderung; Ausdauer; Bewegungsaktivität; Gesundheitssport; Sportaktivität; Sportunterricht; Forschungsstand; Grundschulalter; Analyse; Intervention; Literaturübersicht
Abstract	The objectives of this review were to systematically review the research on school-based run/walk programmes and their measurements of physical literacy (PL) and physical activity (PA)-related components and to assess the different intervention methods and their impact on encouraging PL and PA. To be included in the review, studies had to satisfy all inclusion criteria. An electronic search was conducted on six databases, the last date search was 25 April 2022. All outcome measures were grouped using the Shearer et al. (Shearer, C., Goss, H. R., Boddy, L. M., Knowles, Z. R., Durden-Myers, E. J., & Foweather, L. (2021). Assessments related to the physical, affective and cognitive domains of physical literacy amongst children aged 7-11.9 years: A systematic review. Sports Medicine-Open, 7(1), 1-40. https://doi.org/10.1186/s40798-021-00324-8 [Crossref], [PubMed], [Google Scholar]) PL checklist and additional PA related outcomes. Ten studies were included in the final review. Five different run/walk interventions were identified and six studies followed or referred to The Daily Mile (TDM) protocol. Outcomes relating to the physical domain were most commonly explored, and no studies explored the cognitive domain. Four studies reported significant differences in cardiovascular endurance measures. Positive findings were also reported for outcomes relating to motivation and self-perception/self-esteem in the affective domain. Overall, run/walk programmes appear to provide promising results in favour of physical and affective development in PL. However, further high-quality studies are needed to draw firm conclusions. This review highlights the popularity of TDM and its potential to contribute to PL development. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2023/1