E Kulju, E Jarva, A Oikarinen, M Hammarén, O Kanste, K Mikkonen
Educational interventions and their effects on healthcare professionals' digital competence development: A systematic review
International journal of medical informatics
movement integration mi involves infusing physical activity normal classroom time wide range mi interventions succeeded increasing childrens participation physical activity however previous research attempted unpack various mi intervention approaches therefore study aimed systematically review qualitatively analyze develop typology mi interventions conducted primaryelementary school settings preferred reporting items systematic reviews metaanalyses prisma guidelines followed identify published mi interventions irrelevant records removed first title abstract finally full texts articles resulting 72 studies retained qualitative analysis deductive approach using previous mi research priori analytic framework alongside inductive techniques used analyze data four types mi interventions identified labeled based design studentdriven teacherdriven researcherteacher collaboration researcherdriven type refined based mi strategies movement breaks active lessons opening activity transitions reward awareness level intrapersonal institutional support training resources delivery dose intensity type fidelity nearly half interventions researcherdriven may undermine sustainability mi routine practice teachers schools imbalance evident mi strategies transitions opening awareness activities rewards limitedly studied delivery examined strong focus reporting fidelity distinct approaches often employed promote use mi approaches may often lack minimum standard reporting mi intervention details typology may useful effectively translate evidence practice reallife settings better understand study mi interventions