School-based physical activity levels among school children and Adolescents in Nigeria: A scoping review

Background: Schools are critical settings for promoting physical activity (PA) and reducing sedentary behaviour (SB) among children and adolescents. Regular moderate-to-vigorous physical activity (MVPA) supports physical and mental health, yet many school-aged children in low- and middle-income countries, including Nigeria, do not meet recommended PA levels. This scoping review aimed to map and synthesise evidence on school-based physical activity (SBPA) among Nigerian children and adolescents to inform policy and practice. Methods: A scoping review was conducted in accordance with established frameworks and PRISMA-ScR guidelines. Electronic databases and grey literature were searched to identify studies examining PA and/or SB in Nigerian school settings up to 2025. Quantitative, qualitative, and mixed-methods studies involving primary or secondary school populations were included. Two reviewers independently screened studies, extracted data, and charted study characteristics, outcome measures, and key findings. A narrative synthesis was performed using a socio-ecological framework. Results: Seventeen studies were included, predominantly cross-sectional and conducted in urban or semi-urban school settings. Sample sizes ranged from 21 to over 1,400 participants. School-based PA (SBPA) was mainly assessed using validated self-report instruments; only one study used objective monitoring. Most studies reported that a substantial proportion of students did not meet WHO MVPA recommendations within the school context. Evidence on SBPA revealed that boys were consistently more active than girls, and public-school students were more active than private school students, differences largely attributed to school-related factors like active transport to school and engagement in school-assigned household chores. High screen-based sedentary behaviour was common among urban adolescents, impacting time available for school-based activities. Key barriers to SBPA included inadequate school facilities, limited structured PE provision, competing academic workload, socio-cultural restrictions on girls’ participation in school sports, and safety concerns around schools. Facilitators for SBPA included structured PE lessons, school sports programmes, break-time activities, and supportive school leadership. No school-based intervention or longitudinal studies on SBPA were identified. Conclusion: Evidence indicates low PA and high SB among Nigerian schoolchildren, with marked gender and school-type disparities. Schools offer underutilized opportunities for PA promotion, but major research gaps remain, particularly in rural and northern regions. Future studies should prioritise objective monitoring and intervention research to strengthen school-based PA policy and practice.