Conclusions Multicomponent interventions which also include the use of st and ing desks may be an effective method for reducing  children 's sedentary time  in a school-based intervention .
Introduction Prolonged , uninterrupted periods of sedentary time may be associated with increased risk of Type II diabetes , cardiovascular disease and all-cause mortality even if the minimum recommended levels of daily physical activity are achieved .
It is reported that children spend approximately 80 % of their day engaged in sedentary behaviours .
Since children spend a large portion of their waking time at school , school-based interventions targeting excessive or interrupted periods of sedentary time have been investigated in a number of studies .
However , results of the effectiveness of studies to- date have been inconsistent .
Aim To conduct a systematic review to evaluate the effectiveness of school-based interventions design ed to reduce sedentary behaviour on objective ly measured sedentary time in children .
Evaluation of the UP4FUN Intervention: A Cluster Randomized Trial to Reduce and Break Up Sitting Time in European 10-12-Year-Old Children
Background The UP4FUN intervention is a family-involved school-based intervention aim ing at reducing and breaking up sitting time at home ( with special emphasis on screen time ) , and breaking up sitting time in school among 10–12 year olds in Europe . The purpose of the present paper was to evaluate its short term effects . Methodology /Principal Findings A total of 3147 pupils from Belgium , Germany , Greece , Hungary and Norway participated in a school-r and omized controlled trial . The intervention included 1–2 school lessons per week for a period of six weeks , along with assignments for the children and their parents . Screen time and breaking up sitting time were registered by self-report and total sedentary time and breaking up sitting time by accelerometry . The effect of the intervention on these behaviors was evaluated by multilevel regression analyses . All analyses were adjusted for baseline values and gender . Significance level was p≤0.01 . No significant intervention effects were observed , neither for self-reported TV/DVD or computer/game console time , nor for accelerometer-assessed total sedentary time and number of breaks in sitting time . The intervention group , however , reported more positive attitudes towards ( β = 0.25 ( 95 % CI 0.11 , 0.38 ) ) and preferences/liking for ( β = 0.20 ( 95 % CI 0.08 , 0.32 ) ) breaking up sitting time than the control group . Conclusions / Significance No significant intervention effect on self-reported screen time or accelerometer-assessed sedentary time or breaks in sitting time was observed , but positive effects on beliefs regarding breaking up sitting time were found in favor of the intervention group . Overall , these results do not warrant wider dissemination of the present UP4FUN intervention . Trial Registration International St and ard R and omized Controlled Trial Number Registry IS RCT
Conclusions Multicomponent interventions which also include the use of st and ing desks may be an effective method for reducing  children 's sedentary time  in a school-based intervention .
Introduction Prolonged , uninterrupted periods of sedentary time may be associated with increased risk of Type II diabetes , cardiovascular disease and all-cause mortality even if the minimum recommended levels of daily physical activity are achieved .
It is reported that children spend approximately 80 % of their day engaged in sedentary behaviours .
Since children spend a large portion of their waking time at school , school-based interventions targeting excessive or interrupted periods of sedentary time have been investigated in a number of studies .
However , results of the effectiveness of studies to- date have been inconsistent .
Aim To conduct a systematic review to evaluate the effectiveness of school-based interventions design ed to reduce sedentary behaviour on objective ly measured sedentary time in children .