Physical Education for Health Among School-Aged Children and Adolescents: A Scoping Review of Reviews.

Autor:	Ramires VV; Department of Physical Education, Federal Institute Sul-rio-grandense-IFSUL, Campus Pelotas, Pelotas, Pelotas, RS,Brazil., Dos Santos PC; Department of Physical Education, Federal University of Santa Catarina, Florianopolis, SC,Brazil., Barbosa Filho VC; Federal Institute of Ceará, Aracati, Ceará,Brazil., Bandeira ADS; Department of Physical Education, Federal University of Santa Catarina, Florianopolis, SC,Brazil., Marinho Tenório MC; Department of Physical Education, Federal Rural University of Pernambuco, Recife, PE,Brazil., de Camargo EM; Department of Physical Education, Federal University of Paraná-UFPR, Curitiba, PR,Brazil., Ravagnani FCP; Department of Physical Education, Institute of Education, Science and Technology of Mato Grosso do Sul-Campus Campo Grande, Campo Grande, MS,Brazil., Sandreschi P; Department of Health Promotion, Ministry of Health of Brazil, Brasília, DF,Brazil., de Oliveira VJM; Department of Physical Education, Faculty of Physical Education and Physiotherapy, Federal University of Amazonas, Manaus, AM,Brazil., Hallal PC; Department of Epidemiology, Federal University of Pelotas-UFPEL, Pelotas, RS,Brazil., Silva KS; Department of Physical Education, Federal University of Santa Catarina, Florianopolis, SC,Brazil.
Jazyk:	angličtina
Zdroj:	Journal of physical activity & health [J Phys Act Health] 2023 May 08; Vol. 20 (7), pp. 586-599. Date of Electronic Publication: 2023 May 08 (Print Publication: 2023).
DOI:	10.1123/jpah.2022-0395
Abstrakt:	Background: Physical education (PE) classes in schools are considered relevant to implement interventions, especially focused on physical activity. However, evidence overviews on how PE classes contribute to general health (physical, social, affective, and cognitive domains) are still needed. Thus, we summarized evidence synthesis (eg, systematic reviews) that addressed the contribution of PE classes to the health of school-aged children and adolescents. Methods: We performed a scoping review with searches in 8 databases and institutional websites to find systematic reviews or meta-analyses that answered this review's research question. Data charting form included the identification of the study, health outcomes, and PE classes' strategies (policies and environment, curriculum, appropriate instructions, and evaluation). An interactive process was performed to build the evidence summary. Results: An initial search yielded 2264 titles, and 49 systematic reviews (including 11 with meta-analysis) were included in this review. Most documents reported the main benefits of PE classes on physical domain outcomes (eg, physical activity, cardiorespiratory fitness, body mass index, and fundamental motor skills). However, evidence on the benefits of PE classes in affective (eg, enjoyment, motivation, and autonomy); social (eg, cooperation, problem-solving, and making friends); and cognitive (eg, memory, attention, concentration, and decision making) domains were found. Strategies on PE classes for health benefits were highlighted. Conclusions: These elements were detailed in the evidence summary, which may be considered to guide researchers, teachers, and practitioners to define research and practice priorities on PE class interventions for health in the school context.
Databáze:	MEDLINE
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