How to get children moving? The effectiveness of school-based interventions promoting physical activity in children and adolescents – A systematic review and meta-analysis of randomized controlled- and controlled studies

IF 3.8 2区 医学 Q1 PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH
Niels Christian Moeller (Møller) , Lars Oestergaard (Østergaard) , Martin Gillies Banke Rasmussen , Jesper Schmidt-Persson , Kristian Traberg Larsen , Carsten Bogh Juhl
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Abstract

This systematic review and meta-analysis summarizes the effectiveness of school-based physical activity (PA) interventions on children's and adolescents' PA. As no robust empirical evidence exists regarding what seems to characterize the school-based PA interventions that are most effective, we further aimed to map key factors of particular importance when trying to increase PA in early stages of life through school-based strategies.

Intervention effects were calculated as standardized between-group (i.e., intervention vs. control) mean differences (SMD) in PA from baseline to follow-up. In total, 189 publications were included. Few studies (7%) were of high quality. Our results demonstrate that school-based interventions only have a small positive effect on children's and adolescents' PA levels. Compared to the effect observed during total day (SMD = 0.27, p < 0.001), a slightly larger effect was observed during school hours (SMD = 0.37, p < 0.001), while no intervention effect was observed during leisure time (SMD = 0.07, p = 0.20). There was a tendency for interventions to be more effective if theoretical frameworks for behavior changes were used in the design phase. The largest effect size was observed when experts from outside school delivered the program (SMD = 0.56, p = 0.01), but training of personnel involved in delivery was the determining factor for program effectiveness as no effect was observed if interventions were delivered primarily by schools' untrained staff (SMD = 0.06, p = 0.61). Intervention effects where larger if parents were involved in the intervention program (parents involved: SMD = 0.35, p < 0.001; parents not involved: SMD = 0.16, p = 0.02). Small positive intervention effects were sustained at long-term follow-up after end of intervention. Overall, the certainty of the evidence of the findings is rated as low.

如何让儿童动起来?促进儿童和青少年体育锻炼的校本干预措施的有效性--随机对照和对照研究的系统回顾和荟萃分析
本系统综述和荟萃分析总结了校本体育活动(PA)干预措施对儿童和青少年体育活动的有效性。由于目前尚无有力的实证证据表明最有效的校本体育锻炼干预措施具有哪些特征,我们进一步的目标是绘制出在试图通过校本策略增加生命早期阶段体育锻炼时特别重要的关键因素。干预效果以从基线到随访的标准化组间(即干预与对照)体育锻炼平均差异(SMD)来计算。共纳入了 189 篇出版物。高质量的研究很少(7%)。我们的研究结果表明,校本干预只对儿童和青少年的 PA 水平产生了很小的积极影响。与全天观察到的效果(SMD = 0.27,p <0.001)相比,在上学时间观察到的效果略大(SMD = 0.37,p <0.001),而在闲暇时间没有观察到干预效果(SMD = 0.07,p = 0.20)。如果在设计阶段使用了行为改变的理论框架,干预措施往往会更有效。当校外专家实施计划时,观察到的效果最大(SMD = 0.56,p = 0.01),但参与实施人员的培训是计划效果的决定性因素,因为如果干预主要由学校未经培训的工作人员实施,则观察不到效果(SMD = 0.06,p = 0.61)。如果家长参与干预计划,则干预效果更大(家长参与:SMD=0.35,p < 0.001;家长未参与:SMD=0.16,p=0.02)。在干预结束后的长期随访中,小规模的积极干预效果得以持续。总体而言,研究结果的证据确定性较低。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Health & Place
Health & Place PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH-
CiteScore
7.70
自引率
6.20%
发文量
176
审稿时长
29 days
期刊介绍: he journal is an interdisciplinary journal dedicated to the study of all aspects of health and health care in which place or location matters.
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