Effects of an Intervention to Promote Physical Activity and Reduce Sedentary Time in Disadvantaged Children: Randomized Trial

Bernal, Caroline; Lhuisset, Léna; Bru, Noëlle; Fabre, Nicolas; Bois, Julien

doi:10.1111/josh.13022

Cited by 8 publications

(6 citation statements)

References 27 publications

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“…Recess periods are not only found to be instrumental to achieve recommended PA but also for psychosocial benefits such as executive functions, resilience, and emotional self‐control 30 . Recently, multilevel school‐based interventions (schoolyard restructuring, active classroom, recess breaks) were found to significantly improve MVPA levels and reduce sedentary time in 6‐ to 10‐year‐old children 31 Teachers as role models : Our review found that most (≈50%) of the school teachers did not meet the global PA recommendations, while only 23.8% met the PA recommendations.…”

Section: Discussionmentioning

confidence: 90%

“…Governments have put schools at the forefront of providing PA solutions to mitigate the chronic disease risk as the children can be easily reached through schools. Four dimensions in school‐based PA that form an ideal part of improving PA and reducing SB are (1) promoting PA during physical education classes; (2) recess time PA breaks; (3) active classrooms with integrated PA; (4) commute time 31 . Conversely, schools in low‐middle income countries have been closed to contain the viral spread among children and the significant portion of PA has been reduced.…”

Section: Implications For School Healthmentioning

confidence: 99%

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Estimating the Impact of the Pandemic on Children's Physical Health: A Scoping Review

A¹,

Chandrasekaran

2021

Journal of School Health

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BACKGROUND Children are expected to adhere to the recommended physical activity (PA) dose of 60 minutes per day and minimize sedentary behaviors (SB) to stray away from the cardio‐metabolic disease risk. However, there is a lack of review of current evidence pointing to the negative physical health effects of the Covid‐19 lockdown, with its barriers and facilitators for effective PA implementation in children aged 3 to 13. METHODS Two independent authors conducted an extensive search on five peer‐reviewed journal databases for the studies examining changes in PA or SB in children and the potential barriers during Covid‐19 lockdown. RESULTS Of 1039 studies initially screened, only 14 studies were included. Ninety‐three percent of the studies were cross‐sectional surveys. A 34% reduction in PA was noted while SB, including screen time, increased by 82%. Our review identified potential barriers to the effective implementation of PA behaviors in children at four levels: individual, family, school, and government policies. CONCLUSIONS A moderate reduction in PA and high SB in children during lockdown was linked with obstacles at the individual, family, school, and political levels. Stakeholders should consider the above barriers when designing and implementing interventions to address low PA and SB practices.

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Section: Discussionmentioning

confidence: 90%

Section: Implications For School Healthmentioning

confidence: 99%

Estimating the Impact of the Pandemic on Children's Physical Health: A Scoping Review

A¹,

Chandrasekaran

2021

Journal of School Health

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“…Some features of the studies, such as age and size sample, baseline PA amount, measure outcome instrument, and time and frequency of follow-up measure can explain these mixed findings. In both short-term (up to six weeks) 32 and middle and long-term (up to six months) studies 19,33 , this type of intervention was effective in increasing PA among school-aged children. A study intervention during 12 months found an increase in children's PA time during school recess 19 .…”

Section: Discussionmentioning

confidence: 92%

Environment modification at school to promote physical activity among adolescents: a cluster randomized controlled trial

Benthroldo

Paravidino

Cunha

et al. 2022

Rev. bras. epidemiol.

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Objective: To assess the effect of modifications of the school environment on physical activity in Brazilian adolescent students. Methods: Seven public schools in Duque de Caxias (Brazil) were randomized into control and intervention groups. The intervention group underwent modifications in the school environment (painting of hopscotch and school courts) and the provision of sports equipment (balls, basketball table, soccer goalpost, volleyball nets, and others) to stimulate physical activity. Additionally, footsteps towards the court and materials were painted, and a superhero character called Super Active was introduced. Total physical activity was measured using a validated questionnaire for adolescents. Generalized linear models were used to evaluate the effect of the intervention, adjusted by sex. Results: The sample consisted of 975 adolescents, with a mean age of 11.52 years (standard deviation — SD 1.43), and 56.7% were boys. After the one-month intervention, both groups’ total physical activity time increased. The estimated changes from baseline were not different between the intervention and control groups (Δ=102.75 and Δ=99.76, respectively; p=0.52). Conclusion: The painting, supply of equipment and other strategies to encourage physical activity in the school environment did not promote a positive effect on improving physical activity among adolescents. Future research is necessary to evaluate the effect of the intervention in the long-term period, particularly in other population contexts in middle-income countries.

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“…In the meta-analysis of Rodrigo-Sanjoaquín et al, among the school-based interventions of acceptable methodological quality recently identified to reduce ST measured by accelerometer in school-age children [ 39 ], nine interventions targeted several levels of actors (i.e., child, teachers, parents, educators), only three were based on the SEM [ 40 , 80 , 81 ], only one has been designed and implemented in France [ 40 ] and none study was anchored on the TCM. The CIPRES study will provide scientific elements regarding the obstacles and levers to the implementation in France of a theoretically anchored intervention aimed at reducing the sedentary lifestyle of school-age children, involving multiple levels of actors (i.e., child, parents, educational staff, municipal staff) using a socio-ecological approach [ 22 – 24 ], and based on a behavior change model i.e., the TCM [ 31 ].…”

Section: Discussionmentioning

confidence: 99%

Co-construct, implement and evaluate a multi-level intervention to prevent a sedentary lifestyle in children—Study protocol of the CIPRES study

Carayol,

Laujac,

Cholley-Gomez

et al. 2024

PLoS ONE

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Background A sedentary lifestyle is commonly associated with a higher risk of chronic disease development. Among school-aged children from European countries, screen-time represents a significant portion of sedentary time with 39.8% of children spending more than 2h/day in front of a screen on average. Therefore, effective solutions to reduce sedentary behavior (SB) must be found. Multilevel interventions based on the socio-ecological model (SEM) are particularly relevant to take into account influences of the social environment on individuals’ SB. Moreover, the trans-contextual model (TCM) can offer complementary levers for individuals’ behavior change. The CIPRES study is a theory-based multilevel intervention designed to decrease the SB in French primary school children aged 8–10 years. The present paper describes the protocol of a randomized controlled study to evaluate the effectiveness of the CIPRES multilevel intervention on SB. Methods The CIPRES study is a cluster-randomized controlled trial comparing intervention vs control groups. A total of 700 children are targeted for inclusion, distributed in four municipalities considered as clusters. The study consists of two successive phases: 1) co-building of a SB prevention intervention by using a participatory approach involving representatives of each level of the SEM (e.g., children, parents, staff from municipalities, teachers) and 2) implementation and evaluation of the intervention. The intervention will last for 6 weeks in each involved class. Primary outcome will be the sedentary time of children per week, assessed by accelerometry. In addition, children and their parents will be asked to fill out questionnaires concerning children’s physical activity level, screen time, quality-of-life and variables of the TCM. Discussion This study will give information on the effectiveness of a theory-based intervention, involving multiple levels of actors in the co-construction and the implementation of the intervention, that may interest schools and public health officers looking for innovative sedentary prevention programs.

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Effects of an Intervention to Promote Physical Activity and Reduce Sedentary Time in Disadvantaged Children: Randomized Trial

Cited by 8 publications

References 27 publications

Estimating the Impact of the Pandemic on Children's Physical Health: A Scoping Review

Estimating the Impact of the Pandemic on Children's Physical Health: A Scoping Review

Environment modification at school to promote physical activity among adolescents: a cluster randomized controlled trial

Co-construct, implement and evaluate a multi-level intervention to prevent a sedentary lifestyle in children—Study protocol of the CIPRES study

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