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Jared M. Tucker, Greg Welk, Sarah M. Nusser, Nicholas K. Beyler and David Dzewaltowski

Background:

This study was designed to develop a prediction algorithm that would allow the Previous Day Physical Activity Recall (PDPAR) to be equated with temporally matched data from an accelerometer.

Methods:

Participants (n = 121) from a large, school-based intervention wore a validated accelerometer and completed the PDPAR for 3 consecutive days. Physical activity estimates were obtained from PDPAR by totaling 30-minute bouts of activity coded as ≥4 METS. A regression equation was developed in a calibration sample (n = 91) to predict accelerometer minutes of moderate to vigorous physical activity (MVPA) from PDPAR bouts. The regression equation was then applied to a separate, holdout sample (n = 30) to evaluate the utility of the prediction algorithm.

Results:

Gender and PDPAR bouts accounted for 36.6% of the variance in accelerometer MVPA. The regression model showed that on average boys obtain 9.0 min of MVPA for each reported PDPAR bout, while girls obtain 4.8 min of MVPA per bout. When applied to the holdout sample, predicted minutes of MVPA from the models showed good agreement with accelerometer minutes (r = .81).

Conclusions:

The prediction equation provides a valid and useful metric to aid in the interpretation of PDPAR results.

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Valter C. Barbosa Filho, Kelly Samara da Silva, Jorge Mota, Carmem Beck and Adair da Silva Lopes

Background:

Promoting physical activity (PA) in low- and middle-income countries is an important public health topic as well as a challenge for practice. This study aimed to assess the effect of a school-based intervention on different PA-related variables among students.

Methods:

This cluster-randomized-controlled trial included 548 students in the intervention group and 537 in the control group (11–18 years-old) from 6 schools in neighborhoods with low Human Development Index (0.170–0.491) in Fortaleza, Brazil. The intervention included strategies focused on training teachers, opportunities for PA in the school environment and health education. Variables measured at baseline and again at the 4-months follow-up included the weekly time in different types of moderate-to-vigorous PA (MVPA), preference for PA during leisure-time, PA behavioral change stage and active commuting to school. Generalized linear models and binary logistic regressions were used.

Results:

An intervention effect was found by increasing the weekly time in MVPA (effect size = 0.17), popular games (effect size = 0.35), and the amount of PA per week (effect size = 0.27) among students (all P < .05).

Conclusions:

The intervention was effective in promoting improvements in some PA outcomes, but the changes were not sufficient to increase the proportion of those meeting PA recommendations.

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Whitney B. Curry, Symeon Dagkas and Marcia Wilson

Background:

The Newman’s Every Child a Sports Person (NECaSP) intervention aspires to increase sport and physical activity (PA) participation among young people in the United Kingdom. The aims of this article are to report on a summative process evaluation of the NECaSP and make recommendations for future interventions.

Methods:

Seventeen schools provided data from students aged 11 to 13 years (n = 1226), parents (n = 192), and teachers (n = 14) via direct observation and questionnaires. Means, SDs, and percentages were calculated for sociodemographic data. Qualitative data were analyzed via directed content analysis and main themes identified.

Results:

Findings indicate further administrative, educational, and financial support will help facilitate the success of the program in improving PA outcomes for young people and of other similar intervention programs globally. Data highlighted the need to engage parents to increase the likelihood of intervention success.

Conclusions:

One main strength of this study is the mixed-methods nature of the process evaluation. It is recommended that future school-based interventions that bridge sports clubs and formal curriculum provision should consider a broader approach to the delivery of programs throughout the academic year, school week, and school day. Finally, changes in the school curriculum can be successful once all parties are involved (community, school, families).

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Lauren McMichan, Ann-Marie Gibson and David A. Rowe

– 13 School-based interventions have been shown to increase moderate to vigorous PA 8 , 9 and VO 2max (a measure of cardiovascular fitness) and have also had a positive effect on television viewing (a proxy measure of SB), 6 yet some reviews have found inconclusive evidence that such interventions

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Kent A. Lorenz, Hans van der Mars, Pamela Hodges Kulinna, Barbara E. Ainsworth and Melbourne F. Hovell

outside the control of the researchers, and that environmental modifications at the school level (eg, class walks) can influence MVPA for girls and boys during lunch sessions. Similar to other school-based interventions, boys were more active than girls when providing increased access and equipment to

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João Martins, Adilson Marques, Nuno Loureiro, Francisco Carreiro da Costa, José Diniz and Margarida Gaspar de Matos

sectors, such as families, health care providers, community organizations, government agencies, and schools, are needed. 4 , 32 The fundamental role that schools can play in promoting active lifestyles has been acknowledged. 36 , 37 Overall, school-based interventions to increase preadolescent and

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Darla M. Castelli and Ang Chen

fundamental problems, especially those related to samples, sampling, and intervention flexibility associated with RCT designs. Most school-based intervention studies are longitudinal and require randomization with control conditions for findings to be robust ( U.S. Department of Education, 2003 ). Given these

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Xihe Zhu and Justin A. Haegele

, et al., 2009 ). In addition, Zapata et al. ( 2008 ) identified health-related fitness knowledge deficiencies as a factor that influences the rising prevalence of overweight and obesity in children. School-based interventions, and, more specifically, those situated in physical education programs, are

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Rebecca M. Dagger, Ian G. Davies, Kelly A. Mackintosh, Genevieve L. Stone, Keith P. George, Stuart J. Fairclough and Lynne M. Boddy

. Effect of a school-based intervention to promote healthy lifestyles in 7–11 year old children . Int J Behav Nutr Phys Act . 2009 ; 6 : 5 . PubMed doi:10.1186/1479-5868-6-5 10.1186/1479-5868-6-5 19154622 19. Gortmaker SL , Peterson K , Wiecha J , Sobol AM , Dixit S , Fox MK , Laird N

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Danielle Louise Nørager Johansen, Bjørn Friis Neerfeldt Christensen, Michael Fester, Børge Koch, Peter Lund Kristensen, Lisbeth Runge Larsen, Jesper Ninn Sandfeld Melcher, Tina Kryger Mondrup, Niels Christian Møller, Jacob Have Nielsen, Maja Pilgaard, Søren Præstholm, Mette Toftager, Jens Troelsen, Lars Østergaard and Thomas Skovgaard

active ≥60 minutes/day. 2 The Youth Profile 2014 show that 25,9% of Danish boys and 10,3% of the girls aged 16-17 years were physically active ≥60 minutes/day. 3 Results from the Quasi‐experimental school based Intervention study, CHAMPS study-DK, show that 39% of the boys and 26% of the girls aged 12