Peer-reviewed article
Effects of Physically Active Learning (PAL) Interventions on Physical Fitness, Physical Activity, and Sedentary Behavior in Primary School Children: A Systematic Review.
Burušić J, Baić M, Trajković N, Pekas D, Vidranski T ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This systematic review examined 17 studies from 8 countries on Physically Active Learning (PAL), an approach that integrates physical activity into regular academic lessons in primary schools. PAL interventions consistently increased moderate-to-vigorous physical activity and reduced sedentary behavior during lessons, though effects on whole-day activity were mixed. Physical fitness improvements were inconsistent across different measures, with gains in upper body strength but no changes in BMI. The authors recommend PAL as part of a broader school strategy rather than a standalone intervention.
Key points
- PAL consistently increased moderate-to-vigorous physical activity (MVPA) and step counts during targeted academic lessons
- Sedentary behavior during lessons generally decreased, replaced by walking, standing, or transitions, but whole-day sedentary time effects were mixed
- Physical fitness showed significant improvements in upper body strength and explosive muscle strength but inconsistent effects on aerobic capacity
- No significant changes were observed in BMI or agility indicators across studies
- PAL should be integrated with active recess, active commuting, and physical education rather than used as a standalone approach
Limitations
The review does not specify which of the 8 countries were studied or provide a breakdown by country. The review identifies mixed results for whole-day physical activity and sedentary behavior, limiting conclusions about broader health impacts beyond classroom lessons.
Abstract
Background: Insufficient physical activity has become a significant public health problem. Currently, physical education classes alone are insufficient to meet the physical activity levels recommended by the World Health Organization. Physically Active Learning (PAL), as a novel curriculum, promotes physical activity by teaching new knowledge in various school subjects. Objective: To systematically evaluate the effects of PAL interventions on primary school students' physical fitness, physical activity, and sedentary behavior, characterize the key features of PAL interventions, identify research gaps, and provide evidence-based recommendations for practice. Methods: Following the PRISMA guidelines, four electronic databases-Web of Science, ProQuest, Ebsco, and Embase-were searched, and English-language controlled intervention studies that met the PICOS eligibility criteria were included. Two researchers independently screened the literature and extracted and cross-checked the data. Results: This study included 17 studies from 8 countries published between 2009 and 2025. These studies involved primary school students aged 6 to 12. PAL most consistently increased MVPA (moderate-to-vigorous physical activity) or number of steps during the targeted academic lesson, whereas effects on whole-school-day, daily, or weekly physical activity were inconsistent. Lesson-level sedentary behaviour generally decreased or was replaced by walking, standing, or sit-to-stand transitions, but effects on whole-day sedentary time were mixed. Physical fitness interventions yielded varied outcomes, demonstrating significant improvements in upper body strength and explosive muscle strength and endurance, while showing inconsistent effects on aerobic capacity, and no significant changes in BMI or agility indicators. Conclusions: Our findings indicate that PAL has the potential to improve students' physical activity levels in the classroom. However, its effects on physical fitness indicators remained equivocal across evaluated outcomes. PAL should be considered part of a broader school strategy to promote physical activity rather than as a standalone approach. To maximize health benefits, stronger integration of PAL with active recess, active commuting, and structured physical education is recommended.