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 .
A school-based intervention to teach 3-4 grades children about healthy heart; the Persian Gulf healthy heart project.
BACKGROUND Cardiovascular health promotion in children has the potential to reduce the risk of atherosclerosis in both the individual child and the population at large . It thus seems eminently reasonable to initiate healthful lifestyle training in childhood to promote improved cardiovascular health in adult life . AIMS To test the hypothesis that a year long , classroom-based education for the third and fourth grade rs could change their knowledge scores about healthy heart . SETTING S AND DESIGN A r and omized , controlled trial in elementary schools of Bushehr/Iran . METHODS AND MATERIAL S A total of 14 elementary schools , categorized by socioeconomic types and male and female setting were selected and r and omized into control or intervention groups . Subjects were 1128 third and fourth grade rs , aged 9 to 10 years ( 49.1 % boys and 50.9 % girls ) . Over a course of 8 weeks , health educators and sport teachers of the elementary schools presented two hours sessions per week on heart function , nutrition , and exercise for healthy heart and living tobacco free for the intervention group . The education program was based on HeartPower ! Program , an American Heart Association program . STATISTICAL ANALYSIS Mann-Whitney U test and Wilcoxon matched-pairs signed rank test and Bonferroni correction for the two pair wise comparisons were used . RESULTS Total heart knowledge at posttest was 25 % correct higher in the intervention than in the control group ( p < 0.001 ) . Difference in means of total healthy heart knowledge scores between control and intervention group increased from 1.43 points in baseline to 4.02 points in posttest ( p < 0.001 ) . CONCLUSION It can be concluded that the classroom-based cardiovascular health promotion had a significant effect on the heart healthy knowledge . Therefore , schools provide an excellent setting for introducing comprehensive healthy heart education and promotion of cardiovascular health to the general population
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 .