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 .
Formative evaluation of a motivational intervention for increasing physical activity in underserved youth.
The present study was design ed to develop an innovative motivational intervention ( based on Self-Determination Theory and Social Cognitive Theory ) to increase physical activity ( PA ) in underserved adolescents . Sixty-four adolescents ( 35 females , 29 males ; 50 % minority ; 65 % on reduced lunch program ; ages 11 - 13 yr ) participated in either an 8-week motivational intervention after-school ( n = 32 ) or a typical after-school program ( n = 32 ) . The conceptual framework for the intervention targeted the social environment ( perceived autonomy , perceived social support , participation , fun ) , cognitive mediators ( perceived choice , self-efficacy , and relatedness/belongingness ) , and motivational orientation ( intrinsic motivation , commitment , positive self-concept ) . Formative evaluation data was collected by staff through daily forms throughout the 8-week program and through observational data completed by independent objective observers during 2 weeks of the program . The major themes that were identified addressed theoretical concepts regarding the intervention and logistical issues in delivering the intervention . The data revealed information regarding the importance of the cognitive appropriateness of the PA  and  motivational activities , the environmental climate for promoting nurturing relationships , developing specific strategies for increasing intrinsic rather than extrinsic reinforcement , and developing methods for preventing social " cliques " and gender conflicts to maintain an appropriate level of support in the social climate . Themes for training staff included focusing on team building , leadership , and nurturing . This formative evaluation is being used to formalize a r and omized trial to test the effects of a student-centered motivational intervention on increasing PA in underserved 6th grade rs
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 .