Objectives: Feedback is an essential factor that may affect students’ motor skill learning during physical education (PE) classes. This review aimed to (1) systematically examine the evidence for the effectiveness of feedback on students’ skill learning during PE classes and (2) summarize the evidence for the effects of feedback elements (i.e., format and content). Methods: A systematic search was conducted on seven electronic databases to identify studies that explored the effects of feedback on student learning during PE classes. Twenty-three studies were selected, and the study quality was evaluated using the Physiotherapy Evidence Database scale. The levels of evidence were determined with the best evidence synthesis. Results: Strong evidence indicates the effectiveness of feedback intervention on students’ skill learning compared with those who received no feedback. Limited evidence was found for the effect of visual feedback compared with verbal feedback. There were mixed results for the effectiveness of information feedback compared with praise or corrective feedback. Conclusion: The current evidence suggests that feedback is useful for skill learning during PE classes. Emergent questions still need to be addressed, such as those regarding the efficiency of using different formats and contents for feedback delivery to enhance motor skill learning during PE classes.

Introduction: Childhood and adolescent overweight and obesity are global public health issues. Previous studies on exercise and overweight and obese children have produced inconsistent findings and lacked comparisons between different exercise modalities and intensities. Therefore, a network meta-analysis is necessary to provide evidence-based intervention programs. This study aims to identify the effects of different exercise modalities and intensities on changes in body composition in overweight and obese children and adolescents.Methods: A search for randomized controlled trials was conducted on Web of Science, PubMed, Scopus, and Embase involving exercise interventions aimed at improving body composition (body fat percentage, BMI, fat mass, fat-free mass, body weight) in overweight and obese children and adolescents. A random effects network meta-analysis was performed using STATA 14.0 software within a frequentist framework. The literature quality was assessed using the Cochrane Risk of Bias Tool 2.0.Results: Thirty-two papers involving 1,452 participants were included. There were six types of intervention involved in the study, including moderate intensity aerobic exercise, high-intensity aerobic exercise, moderate intensity resistance exercise, high-intensity resistance exercise, moderate intensity combined exercise, and high-intensity combined exercise. The network meta-analysis results revealed that high-intensity combined exercise was the best exercise mode for improving BMI [mean difference in kg/m² = −1.65, 95% CI (−3.27, −0.02)] and reducing fat mass [mean difference in kg = −2.87, 95% CI (−4.84, −0.91)]. Moderate intensity combined exercise was the best mode for weight loss [mean difference in kg = −4.58, 95% CI (−5.94, −3.22)] and improvement in body fat percentage [mean difference in% = −2.52, 95% CI (−3.83, −1.20)]. High-intensity resistance exercise had the optimal effect in increasing fat-free mass [mean difference in kg = 1.10, 95% CI (0.22, 1.99)].Conclusion: In conclusion, the study found that combined exercise, whether moderate or high intensity, was more effective than any other exercise modality in improving body fat percentage and BMI, reducing fat mass and weight. Resistance exercise was the most effective in increasing fat-free mass.

Background and Objective. Several reviews have summarised studies on secondary school students’ moderate-to-vigorous physical activity (MVPA) in physical education (PE), but no systematic review with semiquantitative assessment has been conducted to specifically identify the correlates of their MVPA. This review aims to systematically summarise the existing literature, which investigated correlates of MVPA of secondary school students during their PE lessons. Methods. A systematic search using ERIC, SPORTDiscus, PubMed, PsycINFO, Academic Search Premier, and Web of Science was conducted to identify the correlates of the MVPA of secondary school students in PE. Studies were eligible if they were English published articles and examined the association with MVPA during secondary school PE lessons and cross-sectional and prospective longitudinal quantitative studies. Two reviewers independently examined the articles, assessed their methodological quality, and performed data extraction. The correlates of MVPA were synthesised and further assessed semiquantitatively. Results. Fifty-five studies were identified to correlate with secondary school students’ MVPA in PE lessons. Further analysis only included 43 studies (78.2%) that were of medium and high quality by methodological quality assessment. Out of 54 variables identified from these medium and high-quality studies, 11 were consistently associated with the MVPA. Sex (boys), ethnicity (White), class gender (boys-only), PE activities (team games), lesson location (outdoors), expectancy beliefs, subjective task values, and enjoyment were consistently and positively associated with MVPA. Other variables, namely, class gender (girls-only), PE activities (movement activities), and lesson context (knowledge), were consistently and negatively related to MVPA. Conclusions. Interventions focusing on the consistent variables are needed to build active lesson time in PE. This review also provides insights for future research.

Objective: This study aimed to review and provide an informative synthesis of the findings from longitudinal studies that describe the relationship between sedentary behavior and various health outcomes among young adults. Methods: A literature search was conducted in Web of Science, PubMed, APA PsycInfo, MEDLINE, Embase, and the Cochrane Library for articles that examined the association between sedentary behavior and health outcomes among young adults aged 18–34 years. Two reviewers independently examined the articles and performed data extraction and quality assessment. The level of evidence was determined using the best-evidence synthesis. Results: A total of 34 studies were included in the analysis, 18 of which were high-quality studies. On the basis of inconsistency in the findings among studies, insufficient evidence was concluded for sedentary behavior and adiposity indicators, physical fitness, metabolic syndrome/cardiovascular disease risk factors, cognitive function, and mood disorders. Based on one high-quality study, moderate evidence for a negative relationship between sedentary behavior and physical fitness was observed. Conclusions: Given the trend toward increased time in sedentary behaviors and the inconsistent current findings, additional longitudinal studies of high methodologic quality are recommended to clarify the relationships between sedentary behavior and health outcomes among young adults.

Background: Previous research has suggested that engaging in regular physical activity (PA) can help to reduce symptoms of depression and anxiety in university students. However, there is a lack of evidence regarding the impact of reducing sedentary behavior (SB) and increasing light-intensity PA (LPA) on these symptoms. This study aims to address this gap by using isotemporal substitution (IS) models to explore how substituting SB with LPA or moderate-to-vigorous PA (MVPA) affects depression and anxiety symptoms among university students. Methods: The study recruited 318 university students with a mean age of 21.13 years. Accelerometers were used to objectively measure the time spent on SB, LPA, and MVPA, while depression and anxiety symptoms were assessed using the Center for Epidemiologic Studies Depression Scale (CES-D) and the Self-rating Anxiety Scale (SAS). IS models using multivariable linear regression were employed to estimate the associations between different behaviors and depression and anxiety symptoms when 30 min of one behavior was substituted with another. Results: In the single-activity model, less SB (β = 0.321, 95% CI: 0.089, 1.297) and more MVPA (β = −0.142, 95% CI: −1.496, − 0.071) were found to be significantly and negatively associated with depression scores, while less SB (β = 0.343, 95% CI: 0.057, 1.014), LPA (β = 0.132, 95% CI: 0.049, 1.023), and more MVPA (β = −0.077, 95% CI: −1.446, − 0.052) were significantly and negatively correlated with anxiety scores. The IS analysis revealed that substituting 30 min of SB with LPA (β = −0.202, 95% CI: −1.371, − 0.146) or MVPA (β = −0.308, 95% CI: −0.970, − 0.073) was associated with improvements in depressive symptoms. Substituting 30 min of SB with MVPA (β = −0.147, 95% CI: −1.863, − 0.034) was associated with reduced anxiety symptoms. Conclusion: Replacing 30 min of SB with MVPA may alleviate depression and anxiety symptoms in university students. Further research is needed to explore the long-term effects of PA interventions on the mental health disorders of this population.

Background: Although prior studies have demonstrated that children with high levels of fundamental movement skill (FMS) are more active throughout the day, little is known about children’s FMS and their physical activity (PA) during different segments of the school day (e.g., recess, lunch break, and physical education). The present study focused on FMS and moderate-to-vigorous PA (MVPA) during school day and identifies the association between children’s FMS and MVPA during different segments of the school day in China. Methods: A total of 322 children (boys n = 163, girls n = 159; M_age = 8.12, SD = 1.22 years) from four elementary schools involved in this study. Children’s FMS and MVPA were measured using the Test of Gross Motor Development-2nd edition (TGMD-2) and hip-mounted accelerometers. Data such as height, weight, and socio-economic status (SES) were also obtained. Multilevel mixed regression models were used to examine the cross-sectional associations between FMS and MVPA. Models were adjusted for gender, age, standardized body mass index, and SES. Results: Children engaged in 32.19 min of MVPA during the whole school day. Boys were more active than girls and had higher object-control skills competency. Locomotor skills were positively associated with children’s long recess (B = 1.063) and short recess time (B = 1.502) MVPA. Object-control skills were positively correlated with children’s MVPA time during long recess (B = 1.244) and physical education (PE) lessons (B = 1.171). Conclusion: The findings highlight the importance of developing both locomotor and object-control skills in elementary schools to lead more MVPA engagement during different segments of the school day.