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intervention effect was 0.566 (95%CI:0.124~1.007), P < 0.05, and the number of comprehensive intervention literature was too small to analysis. Results of subgroup analysis for countries showed that for the whole day MVPA, differences between China (0.717), the UK (-0.136) and Finland (-0.086) were statistically significant, P < 0.05. CONCLUSION: School-based intervention has a positive effect on the whole day and school day MVPA of primary and secondary school students, but not on weekend. Among them, single intervention can only promote school day MVPA, combined intervention can promote the whole day MVPA but the impact on school day is unclear. Besides, the effects vary from country to country, and the available evidence suggests that the intervention is appropriate in China.

The Standard Assessment of Concussion (SAC) is a concussion-screening tool administered orally that assesses a concussion by comparing baseline and post-injury scores. In the memory section of the updated SAC, 10 word lists have been added. However, there is insufficient evidence on the new 10 word lists in the memory section of SAC. Therefore, it is necessary to evaluate the new 3 versions of 10 word lists. PURPOSE: To examine item difficulty and discrimination on the 3 versions of the 10 word lists in the SAC memory section based on classical test theory. METHODS: Data from 100 young adults with no previous history of a concussion or head injury in the last 6 months were analyzed for this study. Participants visited a total of 3 times in this study to test each version of the 10 word lists (List A, B, and C) of immediate memory with a counter-balanced design. The delayed recall was also performed after 5 minutes have passed at the end of the immediate recall section. Data collection consisted of an oral interview via Zoom due to COVID-19. Item difficulty and item discrimination were calculated for each item of all 3 versions in immediate and delay memory using Iteman software (v 3.5). Each item was classified as "acceptable" or "unacceptable" based on the results of both item difficulty and item discrimination. If one or both of these criteria is not met, the item will be considered unacceptable. RESULTS:The results indicated that most items in each version had appropriate item difficulty of immediate memory. However, some number of items were too easy (Version A = 0, 0%; Version B = 2, 20%; Version C = 1, 10%). The item analysis indicated that each version varied in the number of items that had appropriate discrimination; Version A, B, and C had 10 items (100%), 9 items (90%), and 8 items (80%), respectively. Based on the results of item difficulty and discrimination, the 3 versions of 10 word lists had appropriate acceptable items; Version A, B, and C had 10 items (100%), 8 items (80%), and 8 items (80%), respectively met both criteria. In delay memory, only one item (Baby) in Version B was too easy (P = 0.92); therefore, it was unacceptable. All items (100%) of delay memory in Version A and C had acceptable. CONCLUSIONS: Our results demonstrate that each version of 10 word lists in immediate memory has different item difficulty and discrimination level.