Programs of Postural Education with Physical Activity in School Settings: A Systematic Review

Area of Science:

• Pedagogy
• Public Health
• Sports Science

Background:

• Investigating scientific evidence on Postural Education Programs (PEPs) and physical activity in schools.
• Examining theoretical and practical approaches to PEPs.
• Focusing on school environments for intervention delivery.

Purpose of the Study:

• To systematically review the protocols and effects of PEPs incorporating physical activity.
• To assess the impact of school-based PEPs on children and adolescents' posture and related health outcomes.
• To identify gaps and limitations in current research.

Main Methods:

• Systematic review following PRISMA guidelines, registered on PROSPERO.
• Searched five databases until December 2024 for studies published in the last 10 years.
• Included RCTs, non-RCTs, quasi-experimental, interventional, and longitudinal studies of children/adolescents in school-based PEPs with physical activity.
• Assessed methodological quality (PEDro Scale) and risk of bias (ROB 2_cluster, ROBINSI).

Main Results:

• 11 studies (35-4,695 participants, aged 5-16) met inclusion criteria.
• Most studies showed improvements in postural knowledge and health education.
• Findings on postural habits, pain reduction, and muscular endurance were inconsistent.
• Methodological quality was generally good, but high/moderate risks of bias were prevalent.

Conclusions:

• PEPs with physical activity show potential for improving postural knowledge in children and adolescents.
• Evidence for long-term benefits on low back pain and postural behaviors is inconclusive.
• Variability in methods and interventions hinders standardization; future research needs standardized protocols and sustained outcome assessments.