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Rosemarie Martin and Elaine Murtagh

Background:

A cluster randomized controlled trial was conducted to assess the effectiveness of the Active Classrooms intervention, which integrates movement into academic lessons, on the moderate-to-vigorous physical activity levels (MVPA) of primary school children during class-time and throughout the school day.

Methods:

Ten classroom teachers and their students aged 8 to 12 years were recruited and randomized into the Active Classrooms intervention group (n = 131students, n = 5teachers) or a delayed-treatment controlled group (n = 117students, n = 5teachers). The intervention group participated in active academic lessons taught by the classroom teacher over an 8 week period. Accelerometers were used to gather physical activity data at baseline, postintervention and at 4 months follow-up. Teachers completed a questionnaire to evaluate the program.

Results:

A significant difference for change in daily class time MVPA levels was identified between the treatment (n = 95) and control (n = 91) groups from pre- to postintervention (P < .001) and this difference was maintained at follow-up (P < .001). No significant difference emerged between the treatment and control groups for change in school day MVPA levels from pre- to postintervention (P = .52) or follow-up (P = .09). Teachers reported that they were highly satisfied with the program.

Conclusions:

Movement integration has the potential to improve physical activity levels of primary school children in the classroom.

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Alyce T. Barnes, Ronald C. Plotnikoff, Clare E. Collins and Philip J. Morgan

Background:

The aim was to assess the feasibility and preliminary efficacy of a community-based physical activity (PA) intervention targeting mothers and daughters.

Methods:

A randomized controlled trial of 48 primary school-aged girls and their 40 mothers were randomized to (i) Mothers And Daughters Exercising for Life (MADE4Life) (n = 21 mothers, n = 25 daughters) or (ii) wait-list control (n = 19 mothers, n = 23 daughters). The 8-week program involved 8 sessions; 25-minute separate mothers and daughters education sessions and 60-minutes PA together. Assessments were at baseline, postintervention and 3-month postintervention. Primary outcome measure was daughters’ moderateto-vigorous physical activity (MVPA) (accelerometer). Secondary outcomes included accelerometer-assessed light/moderate/vigorous PA, BMI, waist circumference, body composition, blood pressure, resting heart rate, sedentary behaviors and mothers’ self-reported PA, parenting measures, and cognitions. Intention-to-treat analysis used linear mixed models.

Results:

Recruitment and retention goals were exceeded. Attendance rates, program acceptability and satisfaction were high. There was no significant group-by-time effect for daughters’ %MVPA (–0.08; 95%CI –1.49, 1.33, d = –0.03) or other secondary outcomes for girls (postintervention range d = 0.01 to –0.46). Significant intervention effects were found for mothers’ %VPA (P = .04, d = 0.25) and role modeling (P = .02, d = 0.66).

Conclusion:

MADE4Life was both feasible and acceptable. Although very small effect sizes were found for the daughters, significant changes were seen for mothers (d = 0.25 to 0.66). Future fully powered trials targeting PA in mothers and daughters is warranted.

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Ang Chen, Bo Shen and Xihe Zhu

, lower fidelity is likely to be associated with lower knowledge gain ( Loflin & Ennis, 2014 ). Knowledge of Most Worth A general purpose of a curriculum intervention study is to determine what knowledge, skill, and behavior are of most worth for students and the level of effectiveness with which the

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Sharon E. Taverno Ross

diet, parent physical activity, and both parent and child screen time. Furthermore, there was a significant decrease in child BMI percentile in overweight/obese children (BMI ≥85th percentile) from baseline to follow-up. In summary, of the seven published intervention studies reviewed, only two

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Ali Brian, Sally Taunton, Chelsee Shortt, Adam Pennell and Ryan Sacko

) in attempts to drive and sustain physically active behaviors ( Stodden et al., 2008 ). Most intervention studies in the United States that targeted young children from low socioeconomic environments are situated within Head Start facilities (i.e., federally funded early childhood centers for children

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Kylie McNeill, Natalie Durand-Bush and Pierre-Nicolas Lemyre

impacted by effort, practice, and systematic interventions ( Durand-Bush et al., 2015 ; Schunk & Zimmerman, 2003 ). A series of intervention studies guided by the Resonance Performance Model (RPM; Dubuc-Charbonneau & Durand-Bush, 2015 ) have been conducted to examine the development of self

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Mary O. Whipple, Erica N. Schorr, Kristine M.C. Talley, Ruth Lindquist, Ulf G. Bronas and Diane Treat-Jacobson

reported results were evaluated qualitatively to determine the strength of the evidence for each reported factor and related variability in response to aerobic exercise interventions. Study selection, extraction of data, and bias assessment were conducted by the primary author and reviewed by two coauthors

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Katie Weatherson, Lira Yun, Kelly Wunderlich, Eli Puterman and Guy Faulkner

EMA protocol with 6 randomly prompted questionnaires, was an observational study as opposed to an intervention study aimed at changing a specific behavior. Therefore, it is unknown whether this would be the case for office-based employees participating in an intervention aimed at reducing sitting at

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Claire E. Badenhorst, Katherine E. Black and Wendy J. O’Brien

. Table 1 Prolonged Training (>1–2 days) Investigations and Postexercise Hepcidin Activity Without Nutritional Intervention Study reference Population Participants Duration Results Ishibashi, Maeda, Sumi, and Goto ( 2017 ) n  = 16 Female long-distance runners 7 months with two training blocks Low: base

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Chunxiao Li, Ngai Kiu Wong, Raymond K.W. Sum and Chung Wah Yu

cross-sectional design of the study limited the casual inferences of the results. Longitudinal surveys or intervention studies should be used in future to support the current ordering and interpretation. Third, although the current study extended the literature by including mindfulness as a predictor of