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Autor/inn/en | Hall, Alix; Wolfenden, Luke; Shoesmith, Adam; McCarthy, Nicole; Wiggers, John H.; Baumann, Adrian E.; Rissel, Chris; Sutherland, Rachel; Lecathelinais, Christophe; Brown, Hannah M.; Trost, Stewart G.; Nathan, Nicole |
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Titel | The impact of an implementation intervention that increased school's delivery of a mandatory physical activity policy on student outcomes. A cluster-randomised controlled trial. Gefälligkeitsübersetzung: Der Einfluss einer Implementierungsintervention zur Erhöhung der Umsetzung einer obligatorischen Bewegungspolitik an Schulen auf Resultate bei den Schülern. Eine Cluster-randomisierte kontrollierte Studie. |
Quelle | In: Journal of science and medicine in sport, 25 (2022) 4, S. 321-326
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Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 1440-2440; 1878-1861 |
DOI | 10.1016/j.jsams.2021.12.005 |
Schlagwörter | Empirische Untersuchung; Evaluation; Förderung; Schule; Grundschule; Schüler; Schülerverhalten; Gesundheitsförderung; Sitzen; Lebensqualität; Bewegungsaktivität; Bewegungsintensität; Bewegungsverhalten; Sportpädagogik; Freizeitverhalten; Intervention; Konzeption; Bewegte Schule |
Abstract | Objectives: Assess the impact of an implementation intervention on student's physical activity, health-related quality of life (HRQoL) and on-task behaviour. Design: A cluster-randomised controlled trial. Methods: Following baseline 61 eligible schools were randomised to a 12-month, implementation intervention to increase teacher scheduling of physical activity, or a waitlist control. Whole school-day and class-time physical activity of students from grades 2 and 3 (~ages 7 to 9) were measured via wrist-worn accelerometers and included: moderate-to-vigorous physical activity, light physical activity, sedentary behaviour and activity counts per minute. Children's health related quality of life (HRQoL) and out-of-school-hours physical activity was measured via parent-proxy surveys. Class level on-task behaviour was measured via teacher self-report surveys. Student and teacher obtained outcomes were measured at baseline and 12-month follow-up. Parent reported outcomes were measured at 12-month follow-up. Linear mixed models compared between group differences in outcomes. Differential effects by sex were explored for student and parent reported outcomes. Results: Data from 2485 students, 1220 parents and )500 teachers were analysed. There was no statistically significant between group differences in any of the outcomes, including accelerometer measured physical activity, out-of-school-hours physical activity, HRQoL, and on-task behaviour. A statistically significant differential effect by sex was found for sedentary behaviour across the whole school day (3.16 min, 95% CI: 0.19, 6.13; p = 0.028), with females illustrating a greater difference between groups than males. Conclusions: Only negligible effects on student physical activity were found. Additional strategies including improving the quality of teacher's delivery of physical activity may be required to enhance effects. (Autor). |
Erfasst von | Bundesinstitut für Sportwissenschaft, Bonn |
Update | 2024/1 |