Are school-based physical activity interventions effective and equitable? A systematic review and meta-analysis of cluster randomised controlled trials

Love, Rebecca; Adams, Jean; Sluijs, Esther M F van

doi:10.1016/s0140-6736(18)32174-3

Cited by 24 publications

(27 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The 93% proportion of 'The Daily Mile' spent in MVPA is significantly higher than that reported in average primary school physical education sessions (Hollis et al, 2016). However, recent systematic reviews recognise that compensatory reductions in MVPA can occur elsewhere in the school day when school-based physical activity interventions are introduced (Love et al, 2018). 'The Daily Mile' has potential to increase the rate and duration of MVPA children achieve during the school day but further research is required to establish compensatory effects.…”

Section: Discussionmentioning

confidence: 98%

How ‘The Daily Mile™’ works in practice: A process evaluation in a UK primary school

Harris

Milnes

Mountain

2019

J Child Health Care

View full text Add to dashboard Cite

Over 75% children in the United Kingdom fail to achieve recommended levels of physical activity. Successful implementation of ‘The Daily Mile™’, a school-based physical activity intervention, could promote activity. We examined factors instrumental to replication and/or wider implementation of ‘The Daily Mile’ through application of a two phase multi-method process evaluation. Phase one: 75 children (mean age seven years eight months) from one East Midland primary academy trialled the intervention. Data collected were self-report logs, perceived exertion scores and structured observation. Phase two: a sub-sample of 18 stakeholders participated in focus groups which were analysed using framework method. Teachers delivered ‘The Daily Mile’ on 93.6% of school days. An average of 95.2% of students participated, 94.2% completed recommended 15 minutes, 94.3% to a moderate-to-vigorous level. Three themes emerged in focus groups; embedding ‘The Daily Mile’ into practice, creating the right physical environment and building relationships/promoting a supportive climate. With systematic organisation and planning, ‘The Daily Mile’ could emerge as an integrated means of increasing physical activity. A supportive climate and factors that promote resilience are key facilitators. Further research is needed to establish outcomes and cost-effectiveness.

show abstract

Section: Discussionmentioning

confidence: 98%

How ‘The Daily Mile™’ works in practice: A process evaluation in a UK primary school

Harris

Milnes

Mountain

2019

J Child Health Care

View full text Add to dashboard Cite

show abstract

“…When planning targeted interventions, it is important to know where and how the relevant behavior changes in boys and girls. Previous interventions aimed at increasing young people's daily PA have generally had a small effect, 36 and although schools are a natural setting for interventions, because most of the population can be reached there for a major part of the day, the evidence for the efficacy of school‐based interventions for whole‐day PA is weak 37 . This may partially be due to compensation that attenuates the effects of PA increase during school time by a more inactive leisure time 38 .…”

Section: Discussionmentioning

confidence: 99%

Changes in physical activity and sedentary time during adolescence: Gender differences during weekdays and weekend days

Kallio

Hakonen

Syväoja

et al. 2020

Scandinavian Med Sci Sports

View full text Add to dashboard Cite

Objectives The objective of this study was to determine the gender‐specific and time‐segmented changes in accelerometer measured physical activity (PA) and sedentary time (ST) during adolescence. Methods The study population (N = 970) consisted of children from nine schools throughout Finland. At the baseline, the children were in grades 4‐7 (ages 10‐13). Five times during the two‐year follow‐up period, hip‐worn accelerometers (ActiGraph GT3X+) were deployed for seven consecutive days in order to monitor the pupils’ PA. The daily time spent in vigorous (VPA), moderate to vigorous (MVPA), and light physical activity(LPA), as well as sedentary time(ST), were assessed. Results Significant gender differences were observed in terms of the changes in MVPA and ST during the follow‐up period. The total MVPA declined significantly in boys (by 2.2min/day/year from 60 min/d at baseline) but not in girls (49 min/d at baseline). The total ST increased both in boys (by 20.7%‐points/y) and in girls (by 16.1%‐points/y, P < .001). However, when we compared the results during the weekdays and weekend days separately, we observed that the declines in MVPA and increases in ST were greater in boys than in girls during the weekend days. Conclusion A greater decrease in PA and a greater increase in ST during adolescence were observed among boys than among girls, especially during weekend days. In order to diminish these unfavorable behavioral changes during adolescence, we encourage the separate tailoring of interventions for boys and girls and for weekdays and weekends.

show abstract

“…All schools implemented MK with good delity, achieving 75% or above adherence to the programme's implementation strategies. The qualitative data con rms that this may be attributed to the simple nature of the programme and suggests that it is be easier to achieve good delity with simple programmes such as MK, compared to more complex multicomponent programmes which are susceptible to poor delity, particularly in real world contexts (11). There is also the added bene t of such programmes requiring very little or no ongoing investment in infrastructure and resources, making it credible for large scale dissemination and adoption (34).…”

Section: Fidelitymentioning

confidence: 92%

“…Possible explanations are that intervention components were not effective, and/or they were not implemented appropriately. Consequently, a greater focus on documenting real-world implementation and delity as part of evaluations of public health interventions (10), school-based physical activity interventions (11), and school-based running programmes, (12) is needed. from one context to another, and the factors which may constrain or enhance the implementation process (15).…”

Section: Introductionmentioning

confidence: 99%

An evaluation of the implementation of a UK school-based running programme

Chalkley

Routen

Harris

et al. 2020

Preprint

View full text Add to dashboard Cite

Background The adoption of school-based running programmes has rapidly increased in recent years. However, there is a lack of information on how these initiatives are implemented, and how generalisable and sustainable they are. This study evaluated the implementation of a school-based running programme, Marathon Kids (MK), over 7 months. The aim was to understand the context within which MK was implemented in each of the schools and the key elements of implementation including reach, fidelity and dose. Methods This study used a mixed method, single group before-and-after design strengthened by multiple interim measurements. Five state-funded primary schools in Leicestershire, UK participated, with 17 teachers and 189 (81 boys (47.4%) and 90 girls (52.6%)) Year 5 pupils (aged 9–10 years) from eight classes. During the 2016/2017 academic year, data were collected via measures at multiple levels (i.e. school and individual) and at multiple time points during implementation. Follow up qualitative data were also collected during 2017/2018. Results Marathon Kids achieved good reach, with all pupils opting to participate at some point during the academic year. All schools implemented MK with good fidelity, although the level of implementation varied between schools and over time. The average number of MK sessions held per week ranged from 0.94–3.89 with the average distance accumulated per pupil per week ranging from 0.02 to 2.91 kilometres and boys being more likely than girls to be classed as high-level participators. Despite an initial drop off in participation over time, all schools remained engaged in the programme and continued to implement MK until the end of the school year. Contextual features (e.g., staff capacity and resources) differed between schools and influenced the quality of implementation of MK and the frequency of delivery. Conclusions Marathon Kids is a simple, inexpensive and versatile physical activity programme which can be implemented by schools with relative at ease. However, schools are diverse settings, with unique challenges to ongoing delivery. Thus, planned adaptations, specific to each school’s context, is likely necessary to sustain participation in the longer term.

show abstract

Are school-based physical activity interventions effective and equitable? A systematic review and meta-analysis of cluster randomised controlled trials

Cited by 24 publications

References 0 publications

How ‘The Daily Mile™’ works in practice: A process evaluation in a UK primary school

How ‘The Daily Mile™’ works in practice: A process evaluation in a UK primary school

Changes in physical activity and sedentary time during adolescence: Gender differences during weekdays and weekend days

An evaluation of the implementation of a UK school-based running programme

Contact Info

Product

Resources

About