There was some evidence that school-based physical activity interventions had a positive impact on four of the nine outcome measures .
Specifically positive effects were observed for duration of physical activity , television viewing , VO2 max , and blood cholesterol .
Generally , school-based interventions had little effect on physical activity rates , systolic and diastolic blood pressure , BMI , and pulse rate .
At a minimum , a combination of printed educational material s and changes to the school curriculum that promote physical activity result ed in positive effects .
Few changes in outcomes were observed in this up date with the exception of blood cholesterol and physical activity rates .
For example blood cholesterol was no longer positively impacted upon by school-based physical activity interventions .
The evidence suggests the ongoing implementation of school-based physical activity interventions at this time , given the positive effects on behavior and one physical health status measure .
BACKGROUND The World Health Organization ( WHO ) estimates that 1.9 million deaths worldwide are attributable to physical inactivity and at least 2.6 million deaths are a result of being overweight or obese .
In addition , WHO estimates that physical inactivity causes 10 % to 16 % of cases each of breast cancer , colon , and rectal cancers as well as type 2 diabetes , and 22 % of coronary heart disease and the burden of these and other chronic diseases has rapidly increased in recent decades .
OBJECTIVES The purpose of this systematic review was to summarize the evidence of the effectiveness of school-based interventions in promoting physical activity and fitness in children and adolescents .
Morning versus afternoon gymnastic time and diurnal and seasonal changes in psychophysiological variables of school children.
The aims of this study were to document time-related ( morning versus afternoon ) effects of physical activities ( gymnastics ) on a set of physiological and psychological variables in school children , including diurnal changes . For the study , 61 boys and 69 girls , 6 to 11 years of age , volunteered . They were considered healthy according to routine clinical criteria . They were synchronized with diurnal activity from around 07:00 to 21:00 and nocturnal rest , time of year being taken into account . Tests were performed at school during 4 weeks of 4.5 days of school at fixed clock hours : 09:00 , 11:00 , 14:00 , and 16:00 . Gym time was r and omized with regard to week order and season . Four different classes ( 39 boys and 38 girls ) were involved in psychophysiological tests , and two different classes ( 22 boys and 31 girls ) collected saliva sample s for morning free cortisol determination . Both t-test and three-factor analysis of variance ( ANOVA ) were used for statistical analyses . Better performances were obtained in June than in mid-winter with reference to letter cancellation and r and om number addition tests . As a group phenomenon , morning ( 09:00 to 10:00 ) versus afternoon ( 14:00 to 15:00 ) gym was not an influential condition with regard to sleep duration , oral temperature , self-rated fatigue and drowsiness , letter cancellation , addition tests , or salivary cortisol . However , gym-time-related differences were observed in classes of younger subjects ( e.g. , 6 - 7 years ) with regard to self-rated fatigue and the letter cancellation test . Such variability among subgroups suggests that interindividual differences are likely to exist in younger children with regard to manipulation of environmental factors . In addition , gym itself ( without gym time consideration ) may be an influential factor with regard to diurnal patterns of some variables ( e.g. , the letter cancellation test )
There was some evidence that school-based physical activity interventions had a positive impact on four of the nine outcome measures .
Specifically positive effects were observed for duration of physical activity , television viewing , VO2 max , and blood cholesterol .
Generally , school-based interventions had little effect on physical activity rates , systolic and diastolic blood pressure , BMI , and pulse rate .
At a minimum , a combination of printed educational material s and changes to the school curriculum that promote physical activity result ed in positive effects .
Few changes in outcomes were observed in this up date with the exception of blood cholesterol and physical activity rates .
For example blood cholesterol was no longer positively impacted upon by school-based physical activity interventions .
The evidence suggests the ongoing implementation of school-based physical activity interventions at this time , given the positive effects on behavior and one physical health status measure .
BACKGROUND The World Health Organization ( WHO ) estimates that 1.9 million deaths worldwide are attributable to physical inactivity and at least 2.6 million deaths are a result of being overweight or obese .
In addition , WHO estimates that physical inactivity causes 10 % to 16 % of cases each of breast cancer , colon , and rectal cancers as well as type 2 diabetes , and 22 % of coronary heart disease and the burden of these and other chronic diseases has rapidly increased in recent decades .
OBJECTIVES The purpose of this systematic review was to summarize the evidence of the effectiveness of school-based interventions in promoting physical activity and fitness in children and adolescents .