Search Results

You are looking at 1 - 7 of 7 items for :

  • "school-based interventions" x
  • Social Studies in Sport and Physical Activity x
Clear All
Restricted access

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

Restricted access

Tiffany Myers Schieffer and Katherine Thomas Thomas

Increasing physical activity among children and adolescents continues to be a public health priority (Glickman et al., 2012), with a focus on evidence-based physical activity in school settings. While individual studies report benefits from school-based physical activity interventions, no data-based analysis of these interventions has been published. This meta-analysis examined the outcomes of 12 school-based interventions that reported data from both treatment and intervention groups. The design of each study was unique; including one or more of 19 dependent variables representing physical activity, knowledge, body composition, and cardiovascular measures, and one or more component of the Coordinated School Health Model (CSHM). Generally the benefits from the intervention were small and not significant; health knowledge was the exception. Interventions including more components of the CSHM and interventions of greater duration (e.g., more minutes) were associated with enhanced outcomes and explained 89% of the variance. Weaknesses in the design and analysis of some interventions were inappropriate experimental unit (individual rather than school), multiple analyses on the same data without correction (e.g., Bonferroni), multiple publications of the same data, and the inclusion of all students regardless of whether the student needed to increase physical activity/ftness or reduce body mass/fat.

Restricted access

Orlagh Farmer, Donna Duffy, Kevin Cahill, Diarmuid Lester, Sarahjane Belton and Wesley O’Brien

.1542/peds.2013-1167 Murillo Pardo , B. , Camacho-Miñano , M.J. , Generelo Lanaspa , E. , Julian Clemente , J.A. , Novais , C. , & Maia Santos , M.P. ( 2015 ). Data for action: The use of formative research to design a school-based intervention programme to increase physical activity in

Restricted access

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

Restricted access

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

Restricted access

Sofiya Alhassan, Christine W. St. Laurent and Sarah Burkart

-Glover , M. , Ceaser , T. , & Alhassan , S. ( 2014 ). Effectiveness of pre-school- and school-based interventions to impact weight-related behaviours in African American children and youth: A literature review . Obesity Reviews, 15 ( Suppl. 4 ), 5 – 25 . doi:10.1111/obr.12208 10.1111/obr.12208

Restricted access

Rebecca E. Hasson

–school interactions, TEAM Mississippi was a school-based intervention that targeted low-income African American and White families ( Greening, Harrell, Low, & Fielder, 2011 ). This intervention included monthly family events that were held at schools. Families in the intervention group reported more physical activity