Data concerning intervention programmes.<\/em><\/em><\/em><\/em><\/em><\/em><\/em><\/em><\/p>\n\n\n\nArt.<\/td> Objective<\/td> Type of study<\/td> Time <\/td> Variables<\/td> Measuring Instruments<\/td> Conclusions<\/td><\/tr> 1.<\/td> Investigate the effects of yoga on visual attention, visual motor perception, hyperactivity and attention deficit. <\/td> Pret-Post
(EG1: 15; EG2: 15; CG: 15)<\/td>12 weeks
24 ss\/30 m<\/td>Visual attention, visual motor perception and attention deficit and hyperactivity behaviours<\/td> Visual attention test (NEPSY), visuomotor accuracy (NEPSY II), ADHD Rating Scale-IV <\/td> Children who participated in the yoga programme improved their executive functions, attention deficit and hyperactivity. <\/td><\/tr> 2.<\/td> Evaluate the impact of academic lessons, integrating PA, on early literacy, rhyme and alliteration. <\/td> Pret-Post-Post
(EG: 39; CG: 15)<\/td>8 months
300 m\/wk<\/td>PA, early literacy (picture naming, rhyme and alliteration), teacher satisfaction<\/td> IGDI, SOFIT, teacher satisfaction survey<\/td> A PA programme led by a teacher is effective in increasing PA and improving early literacy.<\/td><\/tr> 3.<\/td> Determine the impact of lessons integrating PA on early literacy.<\/td> Pret-Post-Post
(EG: 24; CG: 30)<\/td>6 months
300 m\/wk<\/td>BMI, PA, early literacy skills, teacher satisfaction <\/td> Digital weighing scale, portable stadiometer, IGDI, SOFIT, satisfaction survey <\/td> The programme promotes daily PA, improves literacy and reduces BMI increase.<\/td><\/tr> 4.<\/td> Determine the effect of a low-cost, teacher-led intervention programme. <\/td> Pret-Post-Post
(EG: 51; CG: 21) <\/td>6 months
30 m\/day<\/td>PA, early literacy, teacher satisfaction<\/td> IGDI, SOFIT, teacher satisfaction survey<\/td> Academic lessons delivered through PA improve early literacy.<\/td><\/tr> 5.<\/td> Determine the effects of outdoor games prior to a learning experience on inhibitory control and attention.<\/td> Pret-Post
(EG: U; CG: U)<\/td>2 weeks
2 ss\/ 60 m<\/td>PA, inhibitory control, attention, age, gender, socioeconomic status<\/td> Behavioural coding scheme, observation scale <\/td> The intervention improved attention and inhibitory control in learning sessions. <\/td><\/tr> 6.<\/td> Investigate the effect of integrated PA on geography tasks and learning.<\/td> Pret-Post-Post
(EG1: 28; EG2: 29; CG: 30)<\/td>3 ss\/week\u00a0<\/td> PA, geography learning and children enjoyment<\/td> Accelerometer, memory tests, satisfaction questionnaire<\/td> The programme improved moderate and intense PA and learning of geography content.<\/td><\/tr> 7.<\/td> Evaluate the effects of an integrated PA programme on the learning process of science content.<\/td> Pret-Post-Post
(EG1: 30; EG2: 27; CG3: 29)<\/td>4 weeks
4 ss\/10 m<\/td>PA, science learning and children enjoyment<\/td> Accelerometers, memory test, satisfaction questionnaire <\/td> Science learning in the integrated and non-integrated PA condition is greater than in the control condition. <\/td><\/tr> 8.<\/td> Evaluate the effects of a PA programme and body movement on Italian vocabulary learning. <\/td> Pret-Post-Post
(EG1: 31; EG2: 23; EG3: 31; CG: 26)<\/td>4 weeks\u00a0
2 ss\/15 m<\/td>PA, foreign languages vocabulary learning<\/td> Free and key memory test, accelerometers <\/td> Children in the integrated PA condition achieved better learning results in Italian vocabulary.<\/td><\/tr> 9.<\/td> Evaluate the use of structured motor activities to teach mathematics and languages.<\/td> Post test
(EG: 20)<\/td>30 m\/4 days x week<\/td> Language comprehension and mathematics, children enjoyment<\/td> Recording, research diary, observation sheets, reflective notes, and semi-structured interview<\/td> Movement experiences can improve understanding of mathematics and languages content.<\/td><\/tr> 10.<\/td> Analyse the effectiveness of a programme based on PA and gestures on motivation and learning English vocabulary.<\/td> Pret-Post
(EG1: 22; EG2: 38; CG: 28)<\/td>5 weeks
2 sessions\/ week 1h <\/td>Vocabulary learning, motivation, socio-demographic variables<\/td> \u201cSmiley scale\u201d, vocabulary checklist, ad hoc questionnaire
<\/td>PA is an effective motivational resource that improves academic performance and learning English vocabulary.<\/td><\/tr> 11.<\/td> Examine the effectiveness of the CHAMP programme on motor skills and self-regulation.<\/td> Pret-Post
(EG: 68; CG: 45)<\/td>5 weeks
15 sessions\/ 40 m<\/td>Motor skills and self-regulation <\/td> TGMD-2, Kindergarten Self-Regulation Assessment reward introduction task<\/td> The CHAMP group significantly improved motor skills and maintained self-regulation scores.<\/td><\/tr> 12.<\/td> Prove that integrating movement into the learning environment contributes to improved academic achievement.<\/td> Pret-Post
(EG1: 61; EG2: 54; CG: 45)<\/td>145 days
90 m\/day<\/td>Languages, mathematics and non-verbal language<\/td> MAT, CRT, SPM Matrices, Ordinal number sequencing test<\/td> Conscious movement improves academic achievement.<\/td><\/tr> 13.<\/td> Examine the relations between motor and executive functions, and test the effects of an acute coordinated intervention in Physical Education.<\/td> Pret-Post
(EG: 48; CG: 53)<\/td>25 minutes<\/td> PA, executive functions, motor functions and task order<\/td> Polar Watch RS800sd, H1 sensor belt, “Simon says”, “hearts and flowers task”, M-ABC2<\/td> No effect of an acute coordinated intervention on executive functions was revealed.<\/td><\/tr> 14.<\/td> Examine whether learning foreign languages vocabulary through PA and gestures leads to better results and enjoyment for children.<\/td> Pret-Post
(EG1: 23; EG2: 23; CG: 21)<\/td>4 weeks
8 sessions\/
1 hour<\/td>Learning foreign languages vocabulary, children enjoyment<\/td> \u201cSmiley scale\u201d, vocabulary checklist<\/td> Instructional methods that combine PA and gestures are learning enhancers.<\/td><\/tr> 15.<\/td> Verify the effects of PA on self-regulation in a sample of kindergarten children.<\/td> Pret-Post
(EG1: 12; EG2: 13; EG3: 12; CG: 12)<\/td>15 minutes<\/td> PA, self-regulation, cognitive control (reactive\/ proactive)<\/td> HTKS, General Dynamic Coordination Test <\/td> More demanding coordination activities improved self-regulation and cognitive control.<\/td><\/tr> 16.<\/td> Investigate the effectiveness of the “Walkabouts” active breaks programme on attention and behaviour.<\/td> Pret-Post
(EG: 158; CG: 87)<\/td>7 weeks
(20 days)
3 times\/ week<\/td>PA, self-regulation, attention, student and teacher enjoyment
<\/td>Teacher diary, SOSMART, SWAN<\/td> The programme facilitated learning and academic performance by increasing attention and self-regulation.<\/td><\/tr> 17.<\/td> Investigate the effects of the PA programme (mini-trampoline) on the development of executive functions (EF).<\/td> Pret-Post
(EG: 29; CG: 28)<\/td>10 weeks
20 m\/day<\/td>PA, inhibitory control, working memory and cognitive flexibility<\/td> Accelerometer, SCA, WMS, FIS <\/td> The programme was not sufficient to improve executive functions.<\/td><\/tr> 18.<\/td> Examine the effects of a structured PA programme on EF and perceived physical competence, compared to recess.<\/td> Pret-Post
(EG: U; CG: U)<\/td>3 months
30 m\/day<\/td>Demographic and anthropometric data, executive functions, perceived physical competence<\/td> Demographic questionnaire, executive function measure, Pictorial Scale of Perceived Competence and Social Acceptance<\/td> The intervention significantly increased executive functions.<\/td><\/tr> Note 1. Pre test (Pret); Post test (Post); Control Group (CG); Experimental Group (EG); Minutes (m); Sessions (ss); U: Unknown <\/td><\/tr><\/tbody><\/table>\n\n\n\n