Kooperativer Bibliotheksverbund

Berlin Brandenburg

and
and

Your email was sent successfully. Check your inbox.

An error occurred while sending the email. Please try again.

Proceed reservation?

Export
  • 1
    Language: English
    In: American Journal of Preventive Medicine, December 2017, Vol.53(6), pp.818-828
    Description: Although comprehensive school-based physical activity interventions are efficacious when tested under research conditions, they often require adaptation in order for implementation at scale. This paper reports the effectiveness of an adapted efficacious school-based intervention in improving children’s moderate to vigorous physical activity. The impact of strategies to support program implementation was also assessed. A cluster RCT of low socioeconomic elementary schools in New South Wales, Australia. Consenting schools were randomized (25 intervention, 21 control) using a computerized random number function. Follow-up measures were taken at 6 months post-randomization (May–August 2015) by blinded research assistants. The multicomponent school-based intervention, based on an efficacious school-based physical activity program (Supporting Children’s Outcomes using Rewards, Exercise and Skills), consisted of four physical activity strategies and seven implementation support strategies. The intervention was adapted for scalability and delivery by a local health service over 6 months. The primary outcome was accelerometer assessed, student mean daily minutes spent in moderate to vigorous physical activity. Physical education lesson quality and other school physical activity practices were also assessed. Participants ( =1,139, 49% male) were third- through sixth-grade students at follow-up (May–August 2015). Valid wear time and analysis of data were provided for 989 (86%) participants (571 intervention, 568 control). At 6-month follow-up, there were no significant effects in overall daily minutes of moderate to vigorous physical activity between groups (1.96 minutes, 95% CI= –3.49, 7.41, =0.48). However, adjusted difference in mean minutes of overall vigorous physical activity (2.19, 95% CI=0.06, 4.32, =0.04); mean minutes of school day moderate to vigorous physical activity (2.90, 95% CI=0.06, 5.85, =0.05); and mean minutes of school day vigorous physical activity (1.81, 95% CI=0.78, 2.83, ≤0.01) were significantly different in favor of the intervention group. Physical education lesson quality and school physical activity practices were significantly different favoring the intervention group (analyzed October 2015–January 2016). The modified intervention was not effective in increasing children’s overall daily minutes of moderate to vigorous physical activity, when adapted for implementation at scale. However, the intervention did improve daily minutes of vigorous physical activity and school day moderate to vigorous physical activity, lesson quality, and school physical activity practices. Australian New Zealand Clinical Trials Registry: ACTRN12615000437561.
    Keywords: Medicine ; Public Health
    ISSN: 0749-3797
    E-ISSN: 1873-2607
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
  • 2
    Language: English
    In: American Journal of Preventive Medicine, August 2016, Vol.51(2), pp.195-205
    Description: Few interventions have been successful in reducing the physical activity decline typically observed among adolescents. The aim of this paper is to report the 24-month effectiveness of a multicomponent school-based intervention (Physical Activity 4 Everyone) in reducing the decline in moderate to vigorous physical activity (MVPA) among secondary school students in disadvantaged areas of New South Wales, Australia. A cluster RCT was conducted in five intervention and five control schools with follow-up measures taken at 24 months post-randomization. The trial was undertaken within secondary schools located in disadvantaged communities in New South Wales, Australia. A multicomponent school-based intervention based on the Health Promoting Schools Framework was implemented. The intervention consisted of seven physical activity promotion strategies that targeted the curriculum (teaching strategies to increase physical activity in physical education lessons, student physical activity plans, and modification of school sport program); school environment (recess/lunchtime activities, school physical activity policy); parents (parent newsletters); and community (community physical activity provider promotion). Six additional strategies supported school implementation of the physical activity intervention strategies. Minutes per day spent in MVPA, objectively measured by accelerometer. Participants (N=1,150, 49% male) were a cohort of students aged 12 years (Grade 7) at baseline (March–June 2012) and 14 years (Grade 9) at follow-up (March–July 2014). At 24-month follow-up, there were significant effects in favor of the intervention group for daily minutes of MVPA. The adjusted mean difference in change in daily MVPA between groups was 7.0 minutes (95% CI=2.7, 11.4, 〈0.002) (analysis conducted December 2014–February 2015). Sensitivity analyses based on multiple imputation were consistent with the main analysis (6.0 minutes, 95% CI=0.6, 11.3, 〈0.031). The intervention was effective in increasing adolescents’ minutes of MVPA, suggesting that implementation of the intervention by disadvantaged schools has the potential to slow the decline in physical activity. Australian New Zealand Clinical Trials Registry ACTRN12612000382875.
    Keywords: Medicine ; Public Health
    ISSN: 0749-3797
    E-ISSN: 1873-2607
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
Close ⊗
This website uses cookies and the analysis tool Matomo. Further information can be found on the KOBV privacy pages