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Bronagh McGrane, Sarahjane Belton, Stuart J. Fairclough, Danielle Powell and Johann Issartel

proficiency, it is important to intervene while taking into account the needs of this population. Research suggests that multicomponent, school-based interventions not only see a rise in PA levels during school hours but can also increase PA levels outside of school time, which is crucial to ensuring the

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Mauro Virgílio Gomes de Barros, Markus Vinicius Nahas, Pedro Curi Hallal, José Cazuza de Farias Júnior, Alex Antônio Florindo and Simone Storino Honda de Barros

Background:

We evaluated the effectiveness of a school-based intervention on the promotion of physical activity among high school students in Brazil: the Saude na Boa project.

Methods:

A school-based, randomized trial was carried out in 2 Brazilian cities: Recife (northeast) and Florianopolis (south). Ten schools in each city were matched by size and location, and randomized into intervention or control groups. The intervention included environmental/organizational changes, physical activity education, and personnel training and engagement. Students age 15 to 24 years were evaluated at baseline and 9 months later (end of school year).

Results:

Although similar at baseline, after the intervention, the control group reported significantly fewer d/wk accumulating 60 minutes+ moderate-to-vigorous physical activity (MVPA) in comparison with the intervention group (2.6 versus 3.3, P < .001). The prevalence of inactivity (0 days per week) rose in the control and decreased in the intervention group. The odds ratio for engaging at least once per week in physical activity associated with the intervention was 1.83 (95% CI = 1.24–2.71) in the unadjusted analysis and 1.88 (95% CI = 1.27–2.79) after controlling for gender.

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Melinda A. Solmon and Stephen Silverman

need to develop curricula to meet the needs of all students is presented. The paper includes a final section that explores how Ennis used research to suggest ways to reconceptualize physical education curricula, a process that laid the groundwork for large school-based interventions. The third group of

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Jodie Andruschko, Anthony D. Okely and Phil Pearson

obesity in school-based interventions ( Sharma, 2006 ), especially among adolescent females ( Gortmaker et al., 1999 ; Webber et al., 2008 ). We hypothesized that targeting girls with low fitness levels, and focusing on developing their enjoyment and perceived competence in a supportive environment

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Margaret Schneider, Genevieve F. Dunton, Stan Bassin, Dan J. Graham, Alon Eliakim and Dan M. Cooper

Background:

Many female adolescents participate in insufficient physical activity to maintain cardiovascular fitness and promote optimal bone growth. This study evaluates the impact of a school-based intervention on fitness, activity, and bone among adolescent females.

Methods:

Subjects were assigned to an intervention (n = 63) or comparison (n = 59) group, and underwent assessments of cardiovascular fitness (VO2peak), physical activity, body composition, bone mineral density (BMD), bone mineral content (BMC), and serum markers of bone turnover at baseline and at the end of each of two school semesters.

Results:

The intervention increased physical activity, VO2peak, and BMC for the thoracic spine (P values < 0.05). Bone turnover markers were not affected. In longitudinal analyses of the combined groups, improvements in cardiovascular fitness predicted increased bone formation (P < 0.01) and bone resorption (P < 0.05).

Conclusion:

A school-based intervention for adolescent females effectively increased physical activity, cardiovascular fitness, and thoracic spine BMC.

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Kathleen Van Royen, Roosmarijn Verstraeten, Susana Andrade, Angélica Ochoa-Avilés, Silvana Donoso, Lea Maes and Patrick Kolsteren

Background:

Physical inactivity levels are increasingly prevalent among Ecuadorian adolescents. School-based interventions can be potentially effective in promoting physical activity but must be informed by cultural-specific factors.

Methods:

Twelve focus groups were carried out with adolescents (n = 80) in rural and urban Ecuador to identify factors influencing physical activity. In addition, 4 focus group discussions with parents (n = 32) and 4 with school staff (n = 32) were conducted. Individual and environmental factors were questioned using the ‘Attitude, Social influences and Self-efficacy’ model and the socioecological model as theoretical frameworks.

Results:

Factors influencing physical activity varied between groups. In the rural area farming and norms for girls impeded leisure-time physical activity, whereas urban groups emphasized traffic and crime concerns. Groups from a low socioeconomic status more frequently mentioned a fear of injuries and financial constraints. Several factors were common for all groups including preferences for sedentary activities, poor knowledge, time constraints and laziness, as well as a lack of opportunities at home and school, unsupportive parental rules and lack of role models.

Conclusion:

A conceptual framework including the identified factors emerged to inform the design of a cultural-sensitive school-based intervention to improve physical activity among Ecuadorian adolescents. Future interventions should be tailored to each setting.

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Markus V. Nahas, Mauro V. G. de Barros, Maria Alice A. de Assis, Pedro C. Hallal, Alex A. Florindo and Lisandra Konrad

Background:

A cross-cultural, randomized study was proposed to observe the effects of a school-based intervention designed to promote physical activity and healthy eating among high school students in 2 cities from different regions in Brazil: Recife and Florianopolis. The objective of this article is to describe the methodology and subjects enrolled in the project.

Methods:

Ten schools from each region were matched and randomized into intervention and control conditions. A questionnaire and anthropometry were used to collect data in the first and last month of the 2006 school year. The sample (n = 2155 at baseline; 55.7% females; 49.1% in the experimental group) included students 15 to 24 years, attending nighttime classes. The intervention focused on simple environmental/organizational changes, diet and physical activity education, and personnel training.

Results:

The central aspects of the intervention have been implemented in all 10 intervention schools. Problems during the intervention included teachers’ strikes in both sites and lack of involvement of the canteen owners in schools.

Conclusions:

The Saude na Boa study provides evidence that public high schools in Brazil represent an important environment for health promotion. Its design and simple measurements increase the chances of it being sustained and disseminated to similar schools in Brazil.

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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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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.