![]() Various combinations of the following keywords were used to identify full-text peer-reviewed articles: (“physical activity” OR “exercise”) AND (“interventions” OR “trials” OR “programs” OR “school interventions”) AND (“afterschool” OR “classroom” OR “breaks” OR “recess” OR “active travel” OR “active transport” OR “physical education”). Five school settings were identified prior to the literature search: active travel, after school, classrooms, physical education, and recess however, the search was not restricted to these settings, allowing for others to potentially be discovered.įour electronic research databases were searched (PubMed, Web of Science, Academic Search Premiere, and PsychInfo) to identify interventions aimed at increasing PA among youth. The literature search for this review was conducted with the purpose of identifying interventions aimed at promoting PA among youth in various school settings. Search Strategy and Selection of Articles Accordingly, the purpose of this review was to summarize and evaluate the impact of PA interventions that were implemented in specific school settings on children’s PA in those settings. ![]() ![]() To our knowledge, no previous review has been designed to assess the effectiveness of setting-specific interventions on children’s PA levels when observed in those settings. However, because previous reviews on school-based PA interventions have likely focused on the impact of such interventions on overall daily PA, 13 the effectiveness of these interventions on youth PA in the setting in which the intervention was implemented has not yet been evaluated. 13 Consequently, evaluating the intervention effects across an extended period of time potentially results in diluted changes in youth PA.Īn optimal multicomponent school-based intervention would combine intervention strategies, each of which is known to substantially increase students’ PA in the targeted setting. 12 These small changes may be a result of the study designs employed, which have possibly been limited to the measurement of PA across the school day or entire day. While multicomponent interventions have been successful in modifying youth PA, these changes are modest, at best. 11 Such interventions typically have combined strategies in school settings such as physical education classes, transport to school, recess, classroom activities, and after-school programs. 9, 10 Among the many approaches that have been tested, multicomponent school-based interventions have been most consistently successful in increasing students’ PA. Over the past 2 decades numerous school-based PA interventions have been evaluated. 5, 6 Because most young people spend large amounts of time in school, the school setting is seen as an attractive one for implementing PA interventions. 4 To address this deficiency, many authorities have called for implementation of interventions to increase PA in youth. 3 However, less than 50% of American youth comply with this recommendation. 1, 2 Given this, the 2008 Physical Activity Guidelines for Americans indicate that youth should participate in 60 minutes of moderate-to-vigorous PA per day. ‘Among the many approaches that have been tested, multicomponent school-based interventions have been most consistently successful in increasing students’ PA ’Ĭonsiderable evidence suggests that engaging in physical activity (PA) provides important health benefits for children and adolescents. ![]() Importantly, as evidenced in this review, evaluating intervention effects in the targeted setting may provide unique information for future researchers to consider when developing school-based multicomponent PA interventions. These findings indicate that interventions in active travel and classrooms settings positively influence youth PA. Additionally, a higher proportion of interventions implemented in these settings were of high methodological quality (active travel and classroom ). Among these settings, a greater proportion of positive findings (ie, significant increase in PA) were found in the classroom (75%) and active travel (67%) settings. Five intervention settings were identified (active travel, after school, classroom, physical education, and recess). Of the 13 706 articles identified, 1352 abstracts were screened and 32 intervention studies were reviewed. Four research databases were searched to identify PA interventions. The purpose of this systematic review was to summarize and evaluate the impact of physical activity (PA) interventions that were implemented in specific school settings on children’s PA in those settings.
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