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 .
Effects of a controlled pedometer-intervention trial for low-active adolescent girls.
PURPOSE This intervention compares the effectiveness of daily step count targets with time-based prescription for increasing the health-related physical activity of low-active adolescent girls . METHODS We assigned participants ( N = 85 , mean age 15.8 + /- 0.8 yr ) depending on school attended to a control ( CON ) , pedometer ( PED ) , or minutes ( MIN ) group . The intervention groups were involved in a 12-wk physical activity self-monitoring and educative program . The only difference between the intervention groups was that the PED group set daily step count targets whereas the MIN group set daily time-based goals for physical activity involvement . Pre- , mid- , and postintervention changes in physical activity ( 4-d blinded step count and 3-d physical activity recall ) and body mass index ( BMI ) were assessed using a series of 3 ( group assignment ) x 3 ( time ) ANOVA . Where significant interactions were found , separate follow-up simple main effects tests were used . RESULTS At postintervention , only the PED group had significantly increased their total activity as measured by a 4-d step count , when compared with the control ( P = 0.03 , ES = 0.13 ) . The group , time , and interaction effects for 4-d step count were significant , indicating that although both the participants in the PED and the MIN groups significantly increased their step count across the 12-wk intervention ( P = 0.00 - 0.01 ) , the participants in the PED group had a greater increase at the midintervention time point ( P = 0.04 , ES = 0.10 ) . No pre- , mid- , or postintervention changes were reported in any group for BMI ( F = 1.18 , P = 0.32 ) . CONCLUSION The use of pedometers and daily step count targets with low-active adolescent girls may result in short-term ( 6 wk ) enhanced physical activity related outcomes when compared with traditional time-based physical activity prescriptions . However , both interventions appear to result in similar improvements in physical activity when duration of the observation is extended to 12 wk
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 .