Bewegung und Sport in Ganztagsschulen: Eine systematische Literaturübersicht zum aktuellen Forschungsstand in Deutschland

Results of the PISA survey in 2000 led to a rethinking of the German educational system. One of the consequences of this was, for example, the initiation of the investment program Zukunft, Bildung und Erziehung (IZBB; 2003–2009) by the Federal Ministry of Education and Research, which aims to accelerate the expansion of all-day schools nationwide. In the German educational system, this reform mainly affects the time that students spend at school. Thus it can also have an impact on their level of activity. However, at present, research has no unambiguous answer as to whether this is accompanied by an increase or decrease of students’ activity level. Against this background, the objective of this review is to analyze, as well as evaluate, the state of German-language research regarding offers and impact of physical activity (PA) in all-day schools. By means of a systematic literature review, 37 relevant publications out of 2,847 results were found. On one hand, the results of the quantitative analysis illustrate a lack of nationwide investigations. One of the most noticeable results is that, except for one study, there are only cross-sectional studies, hence meaningful longitudinal investigations are absent. On the other hand, analysis and presentation of current research content points out that there are, for instance, insufficient spatial structures for PA in all-day schools. Furthermore, ambivalent results can be found in PA providers’ composition as the proportion of external PA providers varies between 19 and 80 %. Overall, there are similarities in scattered research fields, but it becomes apparent that the current state of research is rather heterogeneous. Therefore further studies are urgently needed for an improved evaluation of PA opportunities for children and adolescents in all-day schools.