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 rewards, peer-modelling and pedometer targets on children's physical activity: A school-based intervention study
This study evaluated a physical activity intervention for children that comprised peer-modelling , pedometer step goals and tangible rewards . A version of the intervention without the reward component was also tested . Participants ( n = 386 ) were from three primary schools , which were r and omly assigned to one of three conditions : ( i ) full intervention , where children received “ Fit ‘ n ’ Fun Dude ” peer-modelling material s and were given daily pedometer goals to receive rewards , ( ii ) no-rewards intervention , where children received peer-modelling material s and pedometer goals but rewards were not used and ( iii ) control , where children wore pedometers with no further intervention .  Physical activity was measured at baseline , intervention and at the end of a 14-week ‘ taper ’ phase . During the intervention , the full intervention school showed the largest increase in physical activity relative to baseline ( + 2456 steps per day , p < 0.001 ) . There was a smaller increase in the no-rewards school ( + 1033 steps per day , p < 0.03 ) , and no significant change in the control . At the end of the taper phase , physical activity in the no-rewards school continued to increase ( + 2030 steps per day , p < 0.001 ) but had returned to baseline in the full intervention school . The intervention that used only peer-modelling and pedometer goals produced better effects over time
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 .