A mixed method systematic review of primary school based interventions to promote physical activity and/or reduce sedentary behaviour
ISPAH ePoster Library. Jones M. Oct 15, 2018; 225260
Dr. Michelle Jones
Dr. Michelle Jones
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Abstract
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Abstract Introduction:<\b>
Evidence confirms few children engage in the recommended 60 minutes of daily moderate-to-vigorous physical activity and highlights a decline in participation from around 5 to 7 years. Children spend approximately 40% of their waking hours at school and form early health behaviours in childhood; primary schools are therefore an important setting to promote physical activity. This systematic review was conducted to ascertain the effectiveness of school based physical activity interventions in 5-11 year old children. Methods:<\b>
Adhering to the PRISMA guidelines, five databases were searched using predefined terms; additional records were identified through bibliographic searching. After removing duplicates, 444 records were screened by abstract, using inclusion criteria agreed a priori. Two independent reviewers used the mixed-methods appraisal tool (MMAT) to assess the methodological quality of 81 full text articles. Further methodological details can be found in the Prospero record (CRD42017082184).Results and Discussion: The interventions were summarised using the TIDierR checklist and the volume, intensity and type of physical activity were considered. The articles were of variable methodological approach and quality. Research findings were analysed in relation to the theory of expanded (e.g., before/after school clubs, class breaks, and physically active learning), extended (e.g., increased physical education or play/break times) or enhanced (e.g., increasing physical activity within PE, play/break times) opportunities. A number of multi-component interventions were also identified. Future research should not only ascertain the effectiveness of school-based interventions across a population, but rather for who it works, how and why.
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