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 .
Engaging adolescent girls from linguistically diverse and low income backgrounds in school sport: a pilot randomised controlled trial.
The purpose of this study was to determine the feasibility , acceptability , and potential efficacy of a school-based physical activity program delivered during school sport time among adolescent girls from low income predominately linguistically diverse background s in New South Wales , Australia . Using a 3-month , 2-arm , parallel-group pilot RCT design , 38 adolescent girls ( Year 11 ) were recruited to participate in the program and r and omised into intervention ( n=17 ) or control groups ( n=21 ) . The intervention program aim ed to increase physical activity by improving enjoyment , physical self-perception and perceived competence . Baseline and follow-up ( 12 weeks ) assessment s included enjoyment of physical activity , physical self-perception , and objective ly measured physical activity during school sport sessions . Process data were collected through observations of lessons , attendance records , and interviews with participants and staff . Recruitment ( 63 % ) and retention ( 68 % ) goals were less than anticipated but similar to other studies . Participation was higher for the intervention ( 72 % ) than the control ( 60 % ) group and the intervention group reported high levels of satisfaction with the program . At follow-up , girls in the intervention group , compared with the control group , showed greater improvement in their enjoyment of physical activity during school sport ( adjusted mean difference=3.8 , 95 % Confidence Interval [ CI ] -2.4 , 10.1 ; Cohen 's d=0.42 st and ard deviation units ) and body image ( adjusted difference mean=1.0 , 95 % CI -0.4 , 2.3 ; d=0.50 ) . There was a smaller decline in participation in physical activity during school sport ( adjusted mean=13.6 , 95 % CI -21.8 , 48.9 ; d=0.24 ) . This study highlights major barriers confronting adolescent girls ' participation in school sport . Some of these include teacher attitudes and support , activities and programming , purpose and distinction , and student input . Negotiating these barriers and overcoming them in a school setting appears feasible with support from the entire school community
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 .