Feasibility, acceptability, and effectiveness of physically active lessons in secondary education: ACTIVE CLASS pilot study

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dc.contributor.authorRuiz-Hermosa, Abel
dc.contributor.authorSánchez-Oliva, David
dc.contributor.authorGrao-Cruces, Alberto
dc.contributor.authorMedrano Echeverría, María
dc.contributor.authorGonzález-Pérez, María
dc.contributor.authorMartín-Acosta, Fátima
dc.contributor.authorCamiletti-Moirón, Daniel
dc.contributor.departmentCiencias de la Saludes_ES
dc.contributor.departmentOsasun Zientziakeu
dc.contributor.departmentInstitute on Innovation and Sustainable Development in Food Chain - ISFOODen
dc.date.accessioned2025-07-14T08:53:44Z
dc.date.issued2025-02-10
dc.date.updated2025-07-14T08:46:29Z
dc.description.abstractIntroduction: the aim of this study was to test the feasibility, acceptability, and effectiveness of a physically active learning (PAL) intervention (ACTIVE CLASS pilot study) to improve physical health and cognitive and academic performance, increase physical activity (PA) levels, and reduce sedentary time (ST) in adolescents, and to analyze the distribution of activity intensity during a PAL lesson and assess differences with physical education lessons. Methods: a quasi-experimental study was conducted including 77 students aged 12-14 yr from two Spanish secondary schools. The ACTIVE CLASS pilot program consisted of integrating a weekly PAL lesson into mathematics lessons for 4 wk. Changes in body composition (body mass index and waist circumference), physical fitness (cardiorespiratory and muscular fitness), executive functions (inhibition, working memory, and cognitive flexibility), and mathematical fluency were measured. Accelerometer-based ST and PA were measured in the intervention group. The feasibility and acceptability of the intervention were assessed using self-reported questionnaires for teachers and students. Repeated-measures analyses of variance were used to test the effects of the intervention. Results: there were no significant improvements in body composition, fitness, and cognitive and academic performance when comparing the intervention and control groups. The inclusion of the PAL intervention significantly increased average PA levels and reduced ST during the school day, and no significant differences were found in accelerometer-based variables between physical education and PAL lessons. In fact, PAL lessons could provide up to 17 min of moderate/vigorous PA. In addition, teachers and students reported good feasibility and acceptability of the PAL intervention. Conclusion: the findings support further research with a longer-term intervention and a larger sample size to determine the true potential of PAL for adolescents' physical health, cognition, and academic performance.en
dc.description.sponsorshipThis work was supported by The National Plan for Research, Development, and Innovation (R&D&I) from the Spanish Ministry of Science, Innovation and Universities (PID2019-104023RA-I00); The Andalusian Plan for R&D&I Regional Ministry of Economy, Knowledge, Enterprise and University of Andalusia (P20_00908); and the Junta de Extremadura & Fondos Feder (IB20126). A.R.-H. is a postdoctoral researcher funded by the Margarita Salas Fellowship through the University of Castilla-La Mancha (2021-POST20437).
dc.embargo.lift2026-02-10
dc.embargo.terms2026-02-10
dc.format.mimetypeapplication/pdf
dc.format.mimetypeapplication/zip
dc.identifier.citationRuiz-Hermosa, A., Sánchez-Oliva, D., Grao-Cruces, A., Medrano, M., González-Pérez, M., Martín-Acosta, F., Camiletti-Moirón, D. (2025). Feasibility, acceptability, and effectiveness of physically active lessons in secondary education: ACTIVE CLASS pilot study. Translational Journal of the American College of Sports Medicine, 10(2), 1-9. https://doi.org/10.1249/TJX.0000000000000290.
dc.identifier.doi10.1249/TJX.0000000000000290
dc.identifier.issn2379-2868
dc.identifier.urihttps://academica-e.unavarra.es/handle/2454/54398
dc.language.isoeng
dc.publisherWolters Kluwer
dc.relation.ispartofTranslational Journal of the American College of Sports Medicine (2025), vol. 10, núm. 2, e000290
dc.relation.projectIDinfo:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PID2019-104023RA-I00/ES/
dc.relation.publisherversionhttps://doi.org/10.1249/TJX.0000000000000290
dc.rights© 2025 by the American College of Sports Medicine.
dc.rights.accessRightsinfo:eu-repo/semantics/embargoedAccess
dc.subjectAdolescentsen
dc.subjectSchool-based interventionen
dc.subjectPhysically active learningen
dc.subjectPhysical healthen
dc.subjectCognitionen
dc.subjectPhysical activityen
dc.titleFeasibility, acceptability, and effectiveness of physically active lessons in secondary education: ACTIVE CLASS pilot studyen
dc.typeinfo:eu-repo/semantics/article
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
relation.isAuthorOfPublication304856ca-cc85-4094-8ca3-b17f4c5f33de
relation.isAuthorOfPublication.latestForDiscovery304856ca-cc85-4094-8ca3-b17f4c5f33de

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