Completed research projects

Active School: Sustainable promotion of physical activity in schools

Management team Prof. Dr. Mirko Schmidt (ISPW)
Dr. Stefan Valkanover (PHBern)
Project coordination Dr. Fabienne Egger
Staff Mario Kamer
Andrea Maria Nadenbousch
Marion Gasser
Funding FOSPO, Cantonal action programme GSI, school trial Canton of Berne: 557‘924 CHF

Active School: Sustainable promotion of physical activity in schools (2022-2026)

Logo Active School.

As children and young people spend a large part of their day at school, schools have enormous potential to promote physical activity. The Institute of Sports Science at the University of Bern and the Didactics Centre at the University of Teacher Education Bern therefore worked with eight project schools from the canton of Bern to develop individual concepts for the holistic and sustainable promotion of physical activity in schools. Until now, efforts to promote physical activity in schools have lacked a comprehensive, systemic approach that takes into account the specific conditions of schools and the needs of all those involved. This is where the Active School concept came in: Promoting physical activity is seen as a development process for the school. The school-based physical activity coordinators, who were paid by the canton, therefore attended four workshops a year to bring the knowledge they have acquired into the schools and implemented it together with the working group and the entire staff. The integration of different movement options (e.g. movement before and after school, movement breaks, etc.), the remuneration of an internal school movement coordinator and the clear allocation of responsibilities with regard to goals and measures made it possible to implement proven ideas from existing programmes in an integrated and sustainable way. At the heart of the 3.5-year project was the development, implementation and evaluation of a holistic physical activity promotion concept that has been tailored to the individual needs of each school and takes into account the interests of all those involved.

Publications

Gasser, M., Nadenbousch, A.-M., Egger, F., Kamer, M., Valkanover, S., & Schmidt, M. (2024). Increasing adolescents’ physical activity levels through a comprehensive school-based physical activity program: Study protocol of the cluster randomized controlled trial Active School. BMC Pediatrics, 24, Article 561. https://doi.org/10.1186/s12887-024-05034-0

Gasser, M., Nadenbousch, A.-M., Egger, F., Kamer, M., Valkanover, S., & Schmidt, M. (2026). When and where to intervene: Identifying key school segments to enhance adolescent physical activity. Frontiers in Sports and Active Living, 8, Article 1716537. https://doi.org/10.3389/fspor.2026.1716537

Gasser, M., Nadenbousch, A.-M., Egger, F., Kamer, M., Valkanover, S., & Schmidt, M. (2026). Effectiveness of the Active School quasi-experimental cluster-controlled trial: Impact on objectively measured physical activity in Swiss secondary school students after 12 months. BMC Public Health. Advance online publication. https://doi.org/10.1186/s12889-026-28690-6

Physical activity and COVID-19

Principal investigator  Dr. Valentin Benzing

Physical activity and COVID-19 (2020-2023)

Bild mit 4 Würfeln auf denen S T A Y steht und 3 weiteren Würfen auf der Kante, auf denen HO ME und SA FE steht.

The effects of the Corona pandemic on public life are omnipresent. Distance and hygiene rules have been introduced, and in some cases masks have even become compulsory. Already in spring 2020, at the beginning of the spread of corona pandemic in Switzerland, schools were closed and a general "lock-down" was introduced. During this time, there was usually no school and no physical education. Children and adolescents were often denied access to sports facilities, sports activities and playgrounds. Although the opportunities for doing sports were restricted, there was also more time for exercise. The question therefore arises on the part of science and politics as to whether the "lock-down" and the current situation have an influence on physical activity and whether this leads to an in- or decrease. Against the background of a higher psychological stress during the current situation, the effects of a possible change in physical activity on psychological well-being are of interest. We are currently investigating these and other questions regarding physical activity and COVID-19 in children and we are part of an international research collaboration (initiated by Prof. Dr. Ralf Brand, University of Potsdam) which focuses adults.

Physical activity and interoception - Mechanisms and determinants

Principal investigator Prof. Dr. Mirko Schmidt
Staff Amie Wallman-Jones
Collaborations Prof. Dr. Manos Tsakiris, University of London, UK and University of Luxembourg, Luxembourg
Prof. Dr. Pandelis Perakakis, Complutense University of Madrid, Spain

Physical activity and interoception - Mechanisms and determinants (2018-2022)

Physical education had always had the task of enabling children and adolescents to experience a variety of movements in order to train their body awareness. Interoception, defined as the sense of the internal bodily state (e.g. heart rate), plays a critical role in the multifaceted concept of wellbeing; physical, cognitive, emotional and social. Regarding physical well-being, contemporary models of exercise regulation incorporate interoceptive processes in the regulation of exertion during physical activity. In addition, enhancing one’s physiological arousal by means of physical activity is a viable way of manipulating the afferent input entering the interoceptive system, appearing to optimise the integration of early sensory stimulation with later affective responses. Despite this, the relationship between physical activity and self-regulation is underrepresented in interoceptive research. The present project addresses this gap by integrating findings from different disciplines to support the overlapping mechanisms. Following from an initial theoretical review of the current literature, our experimental lab and field studies explore the mechanistic underpinnings of this relationship, aiming to develop a better understanding of how interoceptive processes influence, and are influenced by, physical activity. Further, we aim to reveal how such mechanisms are influenced by different baseline factors (e.g. stress). Developing our understanding of how interoceptive processes are shaped by physical activity could hold significant clinical implications considering the impact of aberrant interoception to mental health and well-being.

Selected publications
Wallman-Jones, A., Mölders, C., Schmidt, M., & Schärli, A. (2023). Feldenkrais to improve interoceptive processes and psychological well-being in female adolescent ballet dancers: A feasibility study. Journal of Dance Education, 23(3), 254-266. https://doi.org/10.1080/15290824.2021.2009121
Wallman-Jones, A., Nigg, C., Benzing, V., & Schmidt, M. (2023). Leave the screen: The influence of everyday behaviors on self-reported interoception. Biological Psychology, 181, Article 108600. https://doi.org/10.1016/j.biopsycho.2023.108600
Wallman-Jones, A., Palser, E. R., Benzing, V., & Schmidt, M. (2022). Acute physical-activity related increases in interoceptive ability are not enhanced with simultaneous interoceptive attention. Scientific Reports, 12, Article 15054. https://doi.org/10.1038/s41598-022-19235-z
Wallman-Jones, A., Perakakis, P., Tsakiris, M., & Schmidt, M. (2021). Physical activity and interoceptive processing: Theoretical considerations for future research. International Journal of Psychophysiology, 166, 38-49. https://doi.org/10.1016/j.ijpsycho.2021.05.002

Impact evaluation Open gyms

Principal investigator  Dr. Simon Endes (Ecoplan)
Co-investigators Prof. Dr. Mirko Schmidt, Prof. Dr. Claudio R. Nigg, Prof. Susi Kriemier
Staff Carina Nigg
Funding Health Promotion Switzerland: 95,000 CHF

Impact evaluation Open gyms (2019-2021)

Ein Kind liegt auf dem Rücken und hält einen Ball mit seinen Füssen in die Luft.

There are several factors that influence children’s physical activity, including available physical activity programs and their quality. To promote children’s physical activity through the winter, the organization “Chindaktiv” collaborated with RADIX to establish the program “Ä Halle wo’s fägt” while the foundation Ideésport established the physical activity program “MiniMove”. Both programs provide an opportunity for children between 0 and 6 years to be physically active for about two hours in gyms close to their home. Funded through “Gesundheitsförderung Schweiz” (Health Promotion Switzerland), we collaborate with Ecoplan and the University of Zurich to evaluate children’s physical activity during the program at selected locations. During both programs, children’s physical activity will be observed at different program locations and also assessed via accelerometry. In addition, physical skills that are promoted and social interactions that occur during the program will be evaluated. Also, the socio-economic status of the participating children will be assessed to evaluate social participation and inclusion. At all selected locations, assessment will take place at the beginning (October/November 2020) as well as at the end (February/March 2021) of the winter seasons to evaluate changes over time.

Brainfit study

Principal Investigator Prof. Dr. med. Kurt Leibundgut
Co-investigators Dr. Theda Heinks, Prof. Dr. Achim Conzelmann, Prof. Dr. Maja Steinlin, 
Prof. Dr. med. Michael Grotzer, Dr. med. Christian Weisstanner, 
Prof. Dr. Barbara Plecko
Funding Fondation Gaydoul & Swiss Cancer Research foundation: 750’000 CHF
Sport science sub-project (Schmidt & Conzelmann): 162’400 CHF
Collaborations Paediatric Haematology/Oncology, Neuropaediatrics, Diagnostic and Interventional Neuroradiology at the University Hospital Bern (Inselspital); Clinic for Oncology at the University Children's Hospital Zurich

Brainfit study (2015-today)

The increase in the survival rate of children with cancer to over 80% is a very positive development, but unfortunately it often is associated with negative side effects. For example, cancer in children and adolescents often leads to long-term physical and cognitive abnormalities that make integration into school and family life difficult and impair the children's well-being. Studies with healthy children show that physical activity has a positive effect on cognitive and school performance. In particular physical activity which is also cognitively challenging seems to benefit cognitive performance. Initial studies with children after cancer show that physical activity can have a positive effect on quality of life. Against this background, the Brainfit study aims to investigate the effects of physically and cognitively challenging training (compared to cognitive training) in children and adolescents after oncological disease on motor and cognitive abilities, brain development and quality of life. This is done in an interdisciplinary team consisting of representatives from medicine, psychology, neuroradiology and sport science at the Inselspital and the University of Bern. The study is funded by “Fondation Gaydoul” (Churerstrasse 47, 8808 Pfäffikon SZ), “Swiss Cancer Research Foundation” (KFS-3705-08-2015; KFS-4708-02-2019), the “Dietmar Hopp Stiftung GmbH” (Walldorf, Germany), the “Hans und Annelies Swierstra Stiftung” (Meggen, Switzerland) and the “Krebsstiftung Thun-Berner Oberland”.

Selected publications
Benzing, V., Eggenberger, N., Spitzhüttl, J., Siegwart, V., Pastore-Wapp, M., Kiefer, C., Slavova, N., Grotzer, M., Heinks, T., Schmidt, M., Conzelmann, A., Steinlin, M., Everts, R., & Leibundgut, K. (2018). The Brainfit study: Efficacy of cognitive training and exergaming in pediatric cancer survivors – A randomized controlled trial. BMC Cancer, 18(1), Article 18. https://doi.org/10.1186/s12885-017-3933-x
Benzing, V., Spitzhüttl, J., Siegwart, V., Schmid, J., Grotzer, M., Heinks, T., Roebers, C. M., Steinlin, M., Leibundgut, K., Schmidt, M., & Everts, R. (2020). Effects of cognitive training and exergaming in pediatric cancer survivors – A randomized clinical trial. Medicine & Science in Sports & Exercise, 52(11), 2293-2302. https://doi.org/10.1249/MSS.0000000000002386

 

Exergaming and ADHD

Principal investigator Prof. Dr. Mirko Schmidt
Co-applicant Valentin Benzing
Funding Foundation Suzanne und Hans Biäsch for the Promotion of Applied Psychology: 26’000 CHF
Hans & Annelies Swierstra Foundation: 5’148 CHF

Exergaming and ADHD (2016-2018)

Children with ADHD are less active in sports and spend about twice as much time playing video games as their peers. They show increased motor and cognitive difficulties and often fall out of traditional sports programmes due to their symptomatology. This is problematic, as physical activity has the potential to have a positive impact on the physical, mental and cognitive health of school children. It has been shown that cognitively demanding sports activities (e.g. learning movement sequences) have a positive effect on cognitive performance. However, there is still too little research to prove this for children with ADHD. Therefore, the aim of this research project was to investigate to what extent children with ADHD can be supported in their sporting activity and whether cognitively demanding sporting activity has a positive effect on ADHD symptoms, motor skills and executive functions in the short and long term. Exergaming (= active video gaming) was selected as a sporting activity to potentially replace inactive video gaming (Benzing & Schmidt, 2018). In the studies we conducted, we were able to show that immediately after one-time cognitively demanding exergaming, attention can be improved (Benzing et al., 2018). In the long term (after 8 weeks of intervention), we were able to map an improvement in motor skills, general psychopathology and executive functions (Benzing & Schmidt, 2019). However, our results also show that further specific adaptations are needed for exergaming to be used as an intervention on a large scale (Benzing, 2020). The study was supported by the Suzanne and Hans Biäsch Foundation and the Hans and Annelies Swierstra Foundation.

Selected publications
Benzing, V. (2020). Exergaming – A physical activity intervention to benefit children with ADHD? (PhD Academy Award). British Journal of Sports Medicine, 54, 930-931. https://doi.org/10.1136/bjsports-2019-101920
Benzing, V., Chang, Y.-K., & Schmidt, M. (2018). Acute physical activity enhances executive functions in children with ADHD. Scientific Reports, 8(1), Article 12382. https://doi.org/10.1038/s41598-018-30067-8
Benzing, V., & Schmidt, M. (2018). Exergaming for children and adolescents: Strengths, weaknesses, opportunities and threats. Journal of Clinical Medicine, 7(11), Article 422. https://doi.org/10.3390/jcm7110422
Benzing, V., & Schmidt, M. (2019). The effect of exergaming on executive functions in children with ADHD: A randomized clinical trial. Scandinavian Journal of Medicine & Science in Sports, 29(8), 1243-1253. https://doi.org/10.1111/sms.13446

Moving Minds – Movement breaks and executive functions

Principal investigator Prof. Dr. Mirko Schmidt & Prof. Dr. Achim Conzelmann
Staff Dr. Fabienne Egger
Funding Federal Office for Sport FOSPO

Moving Minds – Movement breaks and executive functions (2015-2017)

When it comes to physical activity at school, the public discussion is often dominated by the opinion that sporting activity not only has a positive effect on the body, but also on the mind. More exercise in everyday school life is said to lead to improved concentration, better memory and school performance. However, there are hardly any scientific findings for childhood and adolescence that support these assumptions. For this reason, the present study investigated the immediate effect of physical activity breaks (short-term study) on the one hand, and the effect of physical activity breaks with specific content during twenty weeks (long-term study) on the so-called "executive functions" on the other. From mid-August 2015 to the end of April 2016, around 220 children from 20 second classes in the cantons of Bern and Fribourg took part. They were assigned to one of four modules with varying degrees of cognitive and physical activation in both the short-term and long-term studies. The results of the short-term study show that the cognitive load during the exercise breaks must not be too high, otherwise it leads to immediate cognitive fatigue. The results confirm previous studies which showed that, for example, physical education with high coordinative and cognitive demands can positively influence the cognitive performance of school children in the long term. The "MoMi" study shows that comparable effects can also be achieved through regular exercise breaks with high cognitive demands.

Selected publications

Egger, F., Benzing, V., Conzelmann, A., & Schmidt, M. (2019). Boost your brain, while having a break! The effects of long-term cognitively engaging physical activity breaks on children’s executive functions and academic achievement. PLoS ONE, 14(3), Article e0212482. https://doi.org/10.1371/journal.pone.0212482
Egger, F., Conzelmann, A., & Schmidt, M. (2018). The effect of cognitively engaging physical activity breaks on children’s executive functions: Too much of a good thing? Psychology of Sport and Exercise, 36, 178-186. https://doi.org/10.1016/j.psychsport.2018.02.014

School-related sporting activity and cognitive functions

Principal Investigator Prof. Dr. Mirko Schmidt
Staff  Dr. Sofia Anzeneder, Dr. Valentin Benzing, Cäcilia Zehnder
Funding Eccellenza; Swiss National Science Foundation (SNSF): 435'372 CHF

School-related sporting activity and cognitive functions (2019-2024)

Although the positive effects of regular physical activity on physical and mental health in childhood and adolescence are widely recognised, the circumstances under which these effects can occur have not yet been conclusively clarified. Therefore, this SNF Eccellenza research project investigates how school-based sport and physical activity programmes should be designed to promote physical and cognitive performance in primary school children. To answer this question, several experiments are being carried out in a school context. The aim of the first, more basic research-oriented sub-project was to investigate the dose-response relationship between the characteristics of sport and physical activity and cognitive performance. Three consecutive studies investigated (1) which level of cognitive demand, (2) which duration and (3) which form of feedback during acute physical activity had the strongest influence on the cognitive performance of primary school children. The results indicate that a one-off, 15-minute, cognitively demanding physical activity combined with positive feedback has the strongest effect on cognitive performance (Anzeneder et al., 2023a, 2023b). Based on these findings, a second, more application-orientated sub-project will focus on developing group-based physical activity interventions for schools and testing their effectiveness. The aim is to provide concrete advice for teaching practice and the development of school-based movement interventions. In both sub-projects, the movement activity is carried out using an exergame (a combination of physical training and game). This makes it possible to manipulate the physical and cognitive characteristics of the movement activity and to individualise the cognitive demands of the task. The exergame was developed in collaboration with the Zurich-based FitTech startup Sphery and is structured in the form of a "jump & run game". In a further series of studies, the largely unexplored assumption that executive functions could be further improved not only through physical activity alone, but through a combination with social interaction, is also being investigated. This assumption is based on the fact that the high cognitive demands of social interaction could contribute to this improvement. However, as there is no empirical evidence to support this hypothesis, this series of studies will systematically investigate the extent to which social interaction during physical activity influences cognitive performance. To this end, a series of laboratory studies are being conducted in which study participants either play an exergame or complete a virtual cycle training programme.

Selected Publications

Anzeneder, S., Zehnder, C., Martin-Niedecken, A. L., Schmidt, M., & Benzing, V. (2023a). Acute exercise and children’s cognitive functioning: What is the optimal dose of cognitive challenge? Psychology of Sport and Exercise, 66, Article 102404. https://doi.org/10.1016/j.psychsport.2023.102404
Anzeneder, S., Zehnder, C., Schmid, J., Martin-Niedecken, A. L., Schmidt, M., & Benzing, V. (2023b). Dose-response relation between the duration of a cognitively challenging bout of physical exercise and children’s cognition. Scandinavian Journal of Medicine & Science in Sports, 33(8), 1439-1451. https://doi.org/10.1111/sms.14370