|
School-based Internet program compared to standard care (no
treatment control group)
|
| Ezendam et al., 2007, 2012 |
n=883 (Netherlands); Age: 12-13 years; Non-western: 28%; Female: 46% |
Framework: Theory of Planned Behavior; Principles: Education, tailored
feedback, goal setting, action plan; Content: PA (PA and sedentary
behavior) and Nutrition (sugar, snacking, fruits and vegetables); Dose:
8 modules over 10 weeks |
Follow-up: 4 months & 2 years; Attrition: 13.5% |
No effect |
|
Decrease in sugar beverage, snacking Increase in vegetable intake; High
risk students increase in fruit intake |
Decrease in PA at 4 months; High risk students increase in PA at 2
years |
| Frenn et al., 2005 |
n=103 (US, Midwest); Age: 12-14 years; Non-white: 87%; Female: 70% |
Framework: Health promotion and Transtheoretical Model; Principles:
Education and content based on stage of change; Content: PA (PA and
sedentary behavior) and Nutrition (decrease fat, increase healthy
snacking, eat food during day); Dose: 8 modules |
|
|
|
Decrease in fat intake for students who completed more than 50%
modules |
Increase in PA for students who completed more than 50% modules |
| Haerens, De Bourdeaudhuij et al., 2007 |
n=281 (Belgium); Age: 11-15 years; Female: 52% |
Framework: Transtheoretical Model; Principles: Assessment and tailored
advice; Content: PA; Dose: 1 module (50 minutes) |
Follow-up: 3 months |
|
|
|
No effect on PA or leisure time sports; Increase in school PA |
| Haerens, Deforche et al., 2007 |
n=304 (Belgium); Age (mean): 13.2 years |
Framework: Transtheoretical Model; Principles: Assessment and tailored
advice; Content: Nutrition (fat intake); Dose: 1 module (50
minutes) |
Follow-up: 3 months |
|
|
No effect on fat intake of total sample; Decrease in fat intake girls at
technical school and boys and girls of general education |
|
| Mauriello et al., 2010 |
n=1800 (US, New England, Tennessee); Age: 9th – 11th grade; Female:
51% |
Framework: Transtheoretical Model; Principles: Assessment and tailored
feedback; Content: PA (PA and sedentary behavior) and Nutrition (fruits
and vegetables); Dose: 1 module |
Follow-up: 12 months |
|
|
Increase in fruit and vegetable intake at 2, 6, 12 months |
Increase in PA at 2 month; No effect on sedentary behavior (TV) |
|
School-based Internet program compared to print
program
|
| Marks et al., 2006 |
n=359 (US, North Carolina); Age: 12.2 years; Non-white: 62% |
Framework: Social Cognitive Theory and Theory of Reasoned Action;
Principles: Not specified; Content: PA; Dose: 1 module, reviewed 4 times
over 2 weeks |
Follow-up: 2 weeks; Attrition: 11%; Web usage was 89 minutes (SD 65);
Print usage was 95 minutes (SD 66) |
|
Increase in self efficacy in both groups |
|
ncrease in PA in both groups, greater in print program compared to
Internet |
| Robbins et al., 2006 |
n= 77 (US Midwest); Age: 11-14 years; Non-white: 67%; Female: 100% |
Framework: Health Promotion and Transtheoretical Model; Principles:
Tailored feedback reinforced with brief counseling by nurse
practitioner; Content: PA; Dose: Not specified |
Follow-up: 3 months; Attrition: 0% |
|
|
|
Increase in PA in both groups |
|
School-based Internet program compared to traditional
classroom education
|
| Casazza et al., 2007 |
n= 311; Age: 13-18 years; Non-white: 85%; Female: 51% |
Framework: Cognitive, affective and behavioral approach; Principles:
Education, goal setting, skill building, incentives; Content: Nutrition
and PA; Dose: Not specified |
Follow-up: 3 months; Attrition: 12% |
Follow-up: 3 months; Attrition: 12% |
Increase in CDI in Internet program |
Decrease in meals skipped in Internet program; Decrease in calories in
both programs |
Increase in PA in Internet program |
| Long & Stevens, 2004 |
n= 121; Age: 12-16 years; Non-white: 54%; Female: 52% |
Framework: Social Cognitive Theory; Principles: Not specified; Content:
Nutrition ; Dose: 3 modules (5 hours) |
Follow-up: 1 month |
Increase in BMI both programs |
Increase in self efficacy for fat and usual choices in Internet
program |
Increase in fruit and vegetable intake, decrease in fat intake both
programs |
|
|
School-based Internet program compared to print
program
|
| Winett et al., 1999 |
= 180; Age: 9th - 10th grade; Female: 100% |
Framework: Social Cognitive Theory; Principles: Assessments,
prescriptive strategies, personalized goals and feedback; Content: PA
and Nutrition (regular meals, increase fruits, vegetables, and fiber,
decrease sugar and soda); Dose: 5 modules |
Follow-up: after completion of modules |
|
|
Decrease in fast food in Internet program; Increase in regular meals,
fruits, vegetables, and fiber and decrease in soda both programs |
Increase in PA in Internet program |
|
Two different school-based Internet programs
|
| Haerens et al., 2009 |
n= 1171 (Belgium); Age:14.6 years |
Framework: Transtheoretical Model; Principles: Interactive assessment
and tailored advice; Content: PA; Dose: 1 module (50 minutes); Control
Group: Internet non-tailored advice |
Follow-up: 3 month |
|
|
|
No difference between programs |
| Whitttemore et al., (In press) |
n=384 (US, Northeast); Age: 14-17 years; Non-white: 65%; Female:
62% |
Framework: Social Cognitive Theory; Principles: Interactive education,
behavioral support (e.g., goal setting), coping skills training;
Content: PA (PA and sedentary behavior) and Nutrition (Sugar beverages,
fruits and vegetables, breakfast, fast food); Dose: 12 modules; Control
group: Interactive education and behavioral support |
Follow-up: 6 months; Attrition: 3% |
No effect |
No difference between programs; Increase in self efficacy both
programs |
No difference between programs; Increase in fruit and vegetable intake,
healthy eating and decrease in sugar beverages and junk food both
programs |
Increase in PA both programs; No difference between programs; Increase
in PA and decrease in sedentary behavior both programs |
