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 .
Self-efficacy partially mediates the effect of a school-based physical-activity intervention among adolescent girls.
BACKGROUND This study evaluated the effects of the Lifestyle Education for Activity Program ( LEAP ) , a comprehensive school-based intervention emphasizing changes in instruction and school environment , on variables derived from social-cognitive theory ( SCT ) as mediators of change in physical activity among black and white adolescent girls . METHODS Twenty-four high schools paired on enrollment size , racial composition , urban , suburban , or rural location , and class structure were r and omized into control ( n = 12 ) or experimental ( n = 12 ) groups . There were 1038 girls in the control group and 1049 girls in the experimental group . The multicomponent intervention emphasized the enhancement of self-efficacy and development of behavioral skills by using curricular activities within physical education classes and health education instruction . The primary outcomes were self-efficacy , outcome -expectancy value , goal setting , satisfaction , and physical activity . RESULTS Latent variable structural equation modeling indicated that : ( 1 ) self-efficacy and satisfaction exhibited synchronous , cross-sectional relationships with physical activity ; ( 2 ) the intervention had direct effects on self-efficacy , goal setting , and physical activity ; and ( 3 ) self-efficacy partially mediated the effect of intervention on physical activity . CONCLUSIONS To our knowledge , this study provides the first evidence from a r and omized controlled trial that manipulation of self-efficacy results in increased physical activity among black and white adolescent girls . The results encourage the use of self-efficacy as a targeted , mediator variable in interventions design ed to increase physical activity among girls
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 .