A non-equivalent group pilot trial of a school-based physical activity and fitness intervention for 10–11 year old english children: born to move

Fairclough, Stuart J.; McGrane, Bronagh; Sanders, George J.; Taylor, Sarah L.; Owen, Michael; Curry, Whitney B.

doi:10.1186/s12889-016-3550-7

Cited by 38 publications

(60 citation statements)

References 69 publications

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“…Enjoyable interventions and appealing settings are recommended to increase the repertoire of leisure skills and the level of PA in children and adolescents with ID [1][2][3][4]40,52,65]. Nevertheless, a wide range of personal factors was identified to influence the participation in PA in the lifespan.…”

Section: Discussionmentioning

confidence: 99%

“…A number of positive effects of PA in persons with intellectual disability (ID) include improvements in general health, such as physical fitness, bone metabolism, increased cardiovascular and respiratory muscle functions, and the control/prevention of obesity and coronary artery disease. Benefits in the social domain include functional independence and social inclusion, and benefits to psychological well-being include the increase of self-esteem, self-competence, self-efficacy, and positive self-perception [1][2][3][4].…”

Section: Introductionmentioning

confidence: 99%

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Sport Intervention Programs (SIPs) to Improve Health and Social Inclusion in People with Intellectual Disabilities: A Systematic Review

Scifo

Borrego²,

Monteiro³

et al. 2019

JFMK

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Inactivity is a major issue that causes physical and psychological health problems, especially in people with intellectual disability (ID). This review discusses the beneficial effects of sport intervention programs (SIPs) in people with ID, and aims to provide an overview of the scientific literature in order to identify the main factors influencing the participation of people with ID in SIPs. Twelve papers were analyzed and compared. The results show a large variety in examined SIPs, concerning participants’ age and disability, intervention characteristics and context, as well as measures and findings. The main factors essential for people with ID partaking in SIPs appeared to be suitable places for the SIP development, adequate implementation of physical activity (PA) programs in school and extra-school contexts, education, and the training of teachers and instructors. The literature review highlights the relevance of using SIPs in order to improve physical and psychological health, as well as increase social inclusion in populations with ID. SIPs should be included in multifactor intervention programs. Nevertheless, the need is recognized for stakeholders to adopt specific practice and policy in promoting social inclusion in order to organize intervention strategies which are able to provide quality experiences in sport and physical activity for people with ID.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Sport Intervention Programs (SIPs) to Improve Health and Social Inclusion in People with Intellectual Disabilities: A Systematic Review

Scifo

Borrego²,

Monteiro³

et al. 2019

JFMK

View full text Add to dashboard Cite

show abstract

“…Six studies were conducted in North America [38][39][40][41][42][43], five studies in Europe [44][45][46][47][48], one in Singapore [49] and one in New Zealand [50]. Sample sizes ranged from 15 [39] to 1519 [43], and the duration of interventions ranged from three weeks [46] to three years [45].…”

Section: Study Characteristicsmentioning

confidence: 99%

Interventions to Promote Positive Affect and Physical Activity in Children, Adolescents and Young Adults—A Systematic Review

Klos

Feil

Eberhardt

et al. 2020

Sports

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Interventions to promote physical activity (PA) in children, adolescents and young adults based on social-cognitive theories often fail to increase PA. In recent years, affect-based approaches have gained interest, but the current state of research is not sufficiently reported. Therefore, a systematic review about the influence of interventions to promote positive affect and PA enjoyment and PA in children, adolescents and young adults was conducted. Literature searches were carried out including studies published between September 2009 and April 2019. Intervention studies targeting healthy children, adolescents or young adults and measuring enjoyment and PA were included. Thirteen studies met the inclusion criteria, including five group-based PA interventions, three multi-component school interventions, two internet-based interventions and three exergaming interventions. Most studies use multiple components in their intervention. Group-based PA programs incorporating task-oriented teaching styles and opportunities for voluntary PA are most consistently associated with positive findings. This review shows moderate evidence of interventions for children, adolescents and young adults being effective in increasing enjoyment and PA. Besides physical education and comprehensive school interventions, heterogenous intervention designs limit the comparability of studies. Future research should focus on theory-based, multi-component interventions with mediator analyses.

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“…For example, a recent systematic review of 12 RCTs targeting adolescents 98 in the school setting and reporting objectively measured PA found the effects on MVPA to be small and non-significant. We identified six recent school-based PA trials (four from the UK [99][100][101][102] and one each from Australia 103 and the Netherlands 104 ) that have a primary outcome of accelerometer-assessed MVPA. However, it should be noted that only three 99,102,103 of these interventions are in a secondary school (the rest are in primary schools) and only one 102 was specifically targeted at adolescent girls.…”

Section: Training Days and Eventsmentioning

confidence: 99%

A school-based intervention (‘Girls Active’) to increase physical activity levels among 11- to 14-year-old girls: cluster RCT

et al. 2019

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Background Physical activity (PA) levels among adolescent girls in the UK are low. ‘Girls Active’, developed by the Youth Sport Trust (YST), has been designed to increase girls’ PA levels. Objective To understand the effectiveness and cost-effectiveness of the Girls Active programme. Design A two-arm cluster randomised controlled trial. Setting State secondary schools in the Midlands, UK. Participants Girls aged between 11 and 14 years. Intervention Girls Active involves teachers reviewing PA, sport and physical education provision, culture and practices in their school; attending training; creating action plans; and effectively working with girls as peer leaders to influence decision-making and to promote PA to their peers. Support from a hub school and the YST is offered. Main outcome measures The change in objectively measured moderate to vigorous intensity PA (MVPA) levels at 14 months. Secondary outcomes included changes in overall PA level (mean acceleration), light PA levels, sedentary time, body composition and psychosocial outcomes. Cost-effectiveness and process evaluation (qualitative and quantitative) data were collected. Results Twenty schools and 1752 pupils were recruited; 1211 participants provided complete primary outcome data at 14 months. No difference was found in mean MVPA level between groups at 14 months [1.7 minutes/day, 95% confidence interval (CI) –0.8 to 4.3 minutes/day], but there was a small difference in mean MVPA level at 7 months (2.4 minutes/day, 95% CI 0.1 to 4.7 minutes/day). Significant differences between groups were found at 7 months, but not at 14 months, in some of the objective secondary outcomes: overall PA level represented by average acceleration (1.39 mg, 95% CI 0.1 to 2.2 mg), after-school sedentary time (–4.7 minutes/day, 95% CI –8.9 to –0.6 minutes/day), overall light PA level (5.7 minutes/day, 95% CI 1.0 to 10.5 minutes/day) and light PA level on school days (4.5 minutes/day, 95% CI 0.25 to 8.75 minutes/day). Minor, yet statistically significant, differences in psychosocial measures at 7 months were found in favour of control schools. Significant differences in self-esteem and identified motivation in favour of intervention schools were found at 7 and 14 months, respectively. Subgroup analyses showed a significant effect of the intervention for those schools with higher numbers of pupils at 14 months. Girls Active was well received by teachers, and they reported that implemented strategies and activities were having a positive impact in schools. Barriers to implementation progress included lack of time, competing priorities and the programme flexibility. Implementation costs ranged from £2054 (£23/pupil) to £8545 (£95/pupil) per school. No differences were found between groups for health-related quality-of-life scores or frequencies, or for costs associated with general practitioner, school nurse and school counsellor use. Conclusions Girls Active may not have had an effect on the random 90 girls per school included in the evaluation. Although we included a diverse sample of schools, the results may not be generalisable to all schools. Girls Active was viewed positively but teachers did not implement as many aspects of the programme as they wanted. The intervention was unlikely to have a wide impact and did not have an impact on MVPA level at 14 months. Capitalising on the opportunities of a flexible programme like this, while also learning from the stated barriers to and challenges of long-term implementation that teachers face, is a priority for research and practice. Trial registration Current Controlled Trials ISRCTN10688342. Funding This project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full in Public Health Research; Vol. 7, No. 5. See the NIHR Journals Library website for further project information. The YST funded the intervention. This study was undertaken in collaboration with the Leicester Clinical Trials Unit, a UK Clinical Research Collaboration-registered clinical trials unit in receipt of NIHR Clinical Trials Unit support funding. Neither the YST nor the NIHR Clinical Trials Unit had any involvement in the Trial Steering Committee, data analysis, data interpretation, data collection or writing of the report. The University of Leicester authors are supported by the NIHR Leicester–Loughborough Biomedical Research Unit (2012–17), the NIHR Leicester Biomedical Research Centre (2017–22) and the Collaboration for Leadership in Applied Health Research and Care East Midlands. These funders had no involvement in the Trial Steering Committee, the data analysis, data interpretation, data collection or writing of the report.

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A non-equivalent group pilot trial of a school-based physical activity and fitness intervention for 10–11 year old english children: born to move

Cited by 38 publications

References 69 publications

Sport Intervention Programs (SIPs) to Improve Health and Social Inclusion in People with Intellectual Disabilities: A Systematic Review

Sport Intervention Programs (SIPs) to Improve Health and Social Inclusion in People with Intellectual Disabilities: A Systematic Review

Interventions to Promote Positive Affect and Physical Activity in Children, Adolescents and Young Adults—A Systematic Review

A school-based intervention (‘Girls Active’) to increase physical activity levels among 11- to 14-year-old girls: cluster RCT

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