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Geraldine Naughton, David Greene, Daniel Courteix and Adam Baxter-Jones

analysis 10 years following initial scanning of young gymnasts ( 6 ); 4 years of observations involving vigorous physical activity in healthy young individuals ( 8 ); 1 year after the cessation of a school-based intervention in a peripubertal group of males and females ( 15 ); and after 9 months of

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Kenneth E. Powell, Abby C. King, David M. Buchner, Wayne W. Campbell, Loretta DiPietro, Kirk I. Erickson, Charles H. Hillman, John M. Jakicic, Kathleen F. Janz, Peter T. Katzmarzyk, William E. Kraus, Richard F. Macko, David X. Marquez, Anne McTiernan, Russell R. Pate, Linda S. Pescatello and Melicia C. Whitt-Glover

adults and older adults Peer-led behavioral self-management interventions for older adults and individuals with chronic disease Community Community-wide interventions including intensive contact with a majority of targeted population School-based interventions that aim to increase physical activity

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Julie D. Guldager, Anja Leppin, Jesper von Seelen and Pernille T. Andersen

study, and to the Project Manager Anders Flaskager ( ) of the AAYR program. References 1. Kriemler S , Meyer U , Martin E , Sluijs EM , Andersen LB , Martin BW . Effect of school-based interventions on physical activity and fitness in children and adolescents: a review of

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Carlos Marta, Ana R. Alves, Pedro T. Esteves, Natalina Casanova, Daniel Marinho, Henrique P. Neiva, Roberto Aguado-Jimenez, Alicia M. Alonso-Martínez, Mikel Izquierdo and Mário C. Marques

school-based programs to achieve this goal ( 11 , 20 ). Indeed, school-based interventions are thought to be the most universally applicable method to counteract low physical activity and fitness levels ( 21 ), and all contributions to improving these measures seem to be important. Against this

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Jade L. Morris, Andy Daly-Smith, Margaret A. Defeyter, Jim McKenna, Steve Zwolinsky, Scott Lloyd, Melissa Fothergill and Pamela L. Graham

, school-based interventions typically display only small effects and short-term behavioral changes; clearly, some children respond powerfully, whereas others do not. This undermines any presumptions about universal benefit arising from any provision and justifies looking at subgroup responsiveness within

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You Fu and Ryan D. Burns

motivation and physical activity participation. Because of this, there may be greater room for improvement within this pediatric population, thus the findings from this study may be particularly useful if incorporated within subsequent school-based interventions. Approximately 55 students were of Hispanic

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André O. Werneck, Evelyn C.A. Silva, Maria R.O. Bueno, Lidyane Z. Vignadelli, Adewale L. Oyeyemi, Catiana L.P. Romanzini, Enio R.V. Ronque and Marcelo Romanzini

considerable after years. The results highlight the potential health benefits of interventions designed to break-up prolonged sitting among adolescents. Specifically, school-based interventions to increase number of breaks, break up sitting time, and light physical activity with sit–stand desks showed

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Kara C. Hamilton, Mark T. Richardson, Shanda McGraw, Teirdre Owens and John C. Higginbotham

    100 Male     58 Female     42 Participants on sport teams     48 Table 2 Group Comparisons of MVPA Baseline a Follow-up School-based intervention (n = 18)  Average MVPA minutes per day 28.5 (3.2) 30.0 (4.4)* Comparison (n = 16)  Average MVPA minutes per day 23.4 (4.4) 18.2 (3.0) Abbreviations: BMI

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Nina Verma, Robert C. Eklund, Calum A. Arthur, Timothy C. Howle and Ann-Marie Gibson

; Howle, Jackson, Conroy, & Dimmock, 2015 ), which we propose may be shaped by school-based physical education (PE) teachers’ use of transformational teaching behavior ( Beauchamp et al., 2010 ). A recent review has highlighted the potential effectiveness of school-based interventions underpinned by

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Jennifer L. Copeland

specifically in workplace settings, and preliminary evidence suggests that they are more effective than single-level interventions focused on the individual ( Healy et al., 2017 ). Similar models have been applied to school-based interventions to reduce sitting time among children ( Hegarty, Mair, Kirby