Barbosa Filho 2017.

Study characteristics
Methods	Study design: cluster‐RCT Duration of study: the study recruited participants in 2014; the results were first published in 2017. Country: Brazil Income classification: upper‐middle‐income country from 2014 to 2017 Geographical scope: 6 full‐time schools (all schools were in areas with a low Human Development Index—HDI, a composite index ranging from 0 to 1; the closest to 1 were those indicating that the neighbourhood was more developed, based on life expectancy, education level, and standard of living) of Fortaleza, in northeast Brazil Healthcare setting: schools
Participants	1. Age: 11‐13 years (52.9 %; n. 574);14‐18 years (47.1 %; n. 511) 2. Gender: both 3. Socioeconomic background: higher SES (25.5 %; n 277); lower SES (73.9 %; n 802) 4. Educational background: elementary students (grades 7 to 9) Inclusion criteria: a. all 6 full‐time schools with the programme called Programa Saúde na Escola in Fortaleza were eligible; b. students of both sexes; c. students aged 12 to 15 years; d. students who are enrolled in 7 to 9 grade classes; e. all schools in areas with a low Human Development Index (HDI). Exclusion criteria: a. students younger than 12 years old and older than 15 years old; b. students with uncompleted data at baseline or 4‐month follow‐up; c. students absent on the school days with data collection; d. students who dropped out of the school; e. students who refused to participate in data collection or intervention. Note: considerations on baseline scores not applicable for this study Stated purpose: evaluate the effect of Fortaleca sua Saude programme intervention on potential physical activity determinants and whether gender, age, SES, nutritional status, and PA level at baseline were moderators of the intervention effect amongst students
Interventions	Name: Fortaleça sua Saúde programme Title/name of PW and number: teachers + undergraduate Physical Education student + school manager; (total number not specified) 1. Selection: not specified 2. Educational background: not specified 3. Training: training for teachers: a 4‐hour training session was conducted at the beginning of the school semester regarding the relationship between health, school, and academic performance. Teachers received a supplemental manual in order to help with classroom activities. The second component included a four‐hour physical education (PE) teacher‐specific training conducted at the beginning of the school semester. A supplemental manual with lesson plans and handouts was also developed and distributed to teachers. Posters and text materials were produced by the students during the classwork or the homework. 4. Supervision: not specified 5. Incentives/remuneration: not specified Prevention type: universal – all participants (students of selected schools and grades) were eligible for inclusion. Intervention details: the intervention schools had four main component strategies: (1) all teachers from the three interventions participated in training to perform lessons in the classrooms that discussed active and healthy lifestyles (text production, production, and exposition of videos, posters, and/or booklets (newsletters or flyers) on different health issues); (2) 4‐hour physical education (PE) teacher‐specific training was conducted at the beginning of the school semester; then all PE classes (20 classes with two PE lessons per week) during the semester were supported by an undergraduate PE student. In addition, posters and text materials were produced by the students during the classwork or the homework; (3) supervised 10 to 15‐min sessions called “Gym in School” were performed twice a week. These sessions were composed of activities in small and large groups in order to involve young people in PA during free time at school. Space and equipment were structured and made available for playing games during free time in the school day. All games were supplemented by banners displayed in schools that explained the game rules and how to access equipment; (4) the materials produced in the classroom and PE classes (e.g. posters, newsletters, and flyers on health issues) were available in schools. In addition, pamphlets were directed at students and parents. The pamphlets were delivered to a member of the school administration (co‐ordinator or director), and they were delivered early in the school day, during classes, and parent/teacher meetings in school. Control: no intervention
Outcomes	Participants’outcomes of interest for this review Social outcomes (social support) – Support of Teachers Quality of Life – Safety in the Neighbourhood Carers’ outcomes of interest for this review Nil Economic outcomes Nil Time points: baseline, post‐intervention (< 1 month)
Notes	Source of funding: there was no financial funding to perform this study. Notes on validation of instruments (screening and outcomes): the authors used a previously validated instrument to measure determinants. Additional information: none Handling the data: not applicable Prospective trial registration number: NCT02439827