Currently submitted to: JMIR Public Health and Surveillance
Date Submitted: Dec 12, 2025
Open Peer Review Period: Dec 15, 2025 - Feb 9, 2026
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Physical Activity Promotion Strategies Among Learners in Under-resourced School Settings in South Africa: A Scoping Review
ABSTRACT
Background:
Learners in under-resourced South African schools face barriers to physical activity (PA). These include limited infrastructure, inadequate teacher training, and unsafe environments which negatively affect their academic performance, health, and overall well-being.
Objective:
The review mapped the existing PA promotion strategies to inform context-specific school guidelines.
Methods:
Following the Joanna Briggs Institute framework, comprehensive searches were conducted in PubMed, Scopus, Web of Science, and EBSCOhost for studies published between 2015 and 2025. Studies reporting PA strategies in South African under-resourced schools were mapped and synthesized thematically.
Results:
Eleven studies met the inclusion criteria, comprising five with PA interventions and six that were contextual. Strategies included curriculum adaptations, in-class activity breaks, after-school programs, and teacher/caregiver engagement. Outcomes showed improvements in body mass index (BMI), cardiorespiratory fitness, and PA participation, though impacts on psychosocial well-being varied. Barriers included resource constraints and teacher capacity; facilitators included training, peer support, and community engagement.
Conclusions:
Multi-component, contextually tailored strategies are feasible and beneficial in disadvantaged schools. Evidence gaps, particularly in rural contexts and long-term evaluation, should guide future policy and research.
Citation
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