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 .
The effect of a complex training and detraining programme on selected strength and power variables in early pubertal boys
Abstract Complex training , a combination of resistance training and plyometrics is growing in popularity , despite limited support for its efficacy . In pre- and early pubertal children , the study of complex training has been limited , and to our knowledge an examination of its effect on anaerobic performance characteristics of the upper and lower body has not been undertaken . Furthermore , the effect of detraining after complex training requires clarification . The physical characteristics ( mean±s ) of the 54 male participants in the present study were as follows : age 12.3 ± 0.3 years , height 1.57 ± 0.07 m , body mass 50.3 ± 11.0 kg . Participants were r and omly assigned to an experimental ( n = 33 ) or control group ( n = 21 ) . The training , which was performed three times a week for 12 weeks , included a combination of dynamic constant external resistance and plyometrics . After training , participants completed 12 weeks of detraining . At baseline , after training and after detraining , peak and mean anaerobic power , dynamic strength and athletic performance were assessed . Twenty-six participants completed the training and none reported any training-related injury . Complex training was associated with small increases ( ≤5.5 % ) in peak and mean power during training , followed by decreases of a similar magnitude ( ≤ −5.9 % ) during detraining ( P < 0.05 ) . No changes or minor , progressive increases ( ≤1.5 % ) were evident in the control group ( P > 0.05 ) . In the experimental group , dynamic strength was increased by 24.3 – 71.4 % ( dependent on muscle group ; P < 0.01 ) , whereas growth-related changes in the control group varied from 0 to 4.4 % ( P > 0.05 ) . For 40-m sprint running , basketball chest pass and vertical jump test performance , the experimental group saw a small improvement ( ≤4.0 % ) after training followed by a decline ( ≤ −4.4 % ) towards baseline during detraining ( P < 0.05 ) , whereas the control group experienced no change ( P > 0.05 ) . In conclusion , in pre- and early pubertal boys , upper and lower body complex training is a time-effective and safe training modality that confers small improvements in anaerobic power and jumping , throwing and sprinting performance , and marked improvements in dynamic strength . However , after detraining , the benefits of complex training are lost at similar rates to other training modalities
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 .