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 .
Is a school-based physical activity intervention effective for increasing tibial bone strength in boys and girls?
UNLABELLED This 16-month r and omized , controlled school-based study compared change in tibial bone strength between 281 boys and girls participating in a daily program of physical activity ( Action Schools ! BC ) and 129 same-sex controls . The simple , pragmatic intervention increased distal tibia bone strength in prepubertal boys ; it had no effect in early pubertal boys or pre or early pubertal girls . INTRODUCTION Numerous school-based exercise interventions have proven effective for enhancing BMC , but none have used pQCT to evaluate the effects of increased loading on bone strength during growth . Thus , our aim was to determine whether a daily program of physical activity , Action Schools ! BC ( AS ! BC ) would improve tibial bone strength in boys and girls who were pre- ( Tanner stage 1 ) or early pubertal ( Tanner stage 2 or 3 ) at baseline . MATERIAL S AND METHODS Ten schools were r and omized to intervention ( INT , 7 schools ) or control ( CON , 3 schools ) . The bone-loading component of AS ! BC included a daily jumping program ( Bounce at the Bell ) plus 15 minutes/day of classroom physical activity in addition to regular physical education . We used pQCT to compare 16-month change in bone strength index ( BSI , mg2/mm4 ) at the distal tibia ( 8 % site ) and polar strength strain index ( SSIp , mm3 ) at the tibial midshaft ( 50 % site ) in 281 boys and girls participating in AS ! BC and 129 same-sex controls . We used a linear mixed effects model to analyze our data . RESULTS Children were 10.2+/-0.6 years at baseline . Intervention boys tended to have a greater increase in BSI ( + 774.6 mg2/mm4 ; 95 % CI : 672.7 , 876.4 ) than CON boys ( + 650.9 mg2/mm4 ; 95 % CI : 496.4 , 805.4 ) , but the difference was only significant in prepubertal boys ( p=0.03 for group x maturity interaction ) . Intervention boys also tended to have a greater increase in SSIp ( + 198.6 mm3 ; 95 % CI : 182.9 , 214.3 ) than CON boys ( + 177.1 mm3 ; 95 % CI : 153.5 , 200.7 ) . Change in BSI and SSIp was similar between CON and INT girls . CONCLUSIONS Our findings suggest that a simple , pragmatic program of daily activity enhances bone strength at the distal tibia in prepubertal boys . The precise exercise prescription needed to elicit a similar response in more mature boys or in girls might be best addressed in a dose-response trial
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 .