Table 2.

PA effects of included studies stratified by intervention strategies

	Studies 1
	High quality multi-level theory-based		High quality		Lower quality 2
Strategy	Significant	Non-significant	Significant	Non-significant	Significant	Non-significant
Organizational level
Structured PA
Every day (10-30 min)			Alhassan [30]		Annesi [39]3	Winter & Sass [45]3
			Binkley & Specker [31]			Sharma [48]3
			Eliakim [33]
			Trost [36]
2-4 per week (15-45 min)	Fitzgibbon [34]	Puder [35]	Fitzgibbon [34]3	Puder [35]3	Alhassan [38]	Bellows [40]
					Jones [44]	Fitzgibbon [41]3
						Fitzgibbon [42]3
						Reilly [47]3
Compared to free play					Parish [46]3
					Brown [49]
					Deal [50]
Playground/-time modifications		Puder [35]		Cardon [32]	Hannon & Brown [43]	Alhassan [37]
				Puder [35]3	Nicaise [51]
					Van Cauwenberghe [52]
Interpersonal level
Teacher involvement	Fitzgibbon [34]	Puder [35]	Alhassan [30]	Puder [35]3	Alhassan [38]	Bellows [40]
			Eliakim 2007 [33]		Annesi 2013 [39]3	Winter & Sass 2011 [45]3
			Fitzgibbon 2011 [34]3		Jones 2011 [44]	Reilly 2006 [47]3
			Trost 2008 [36]		Parish 2007 [46]3	Sharma 2011 [48]3
Parental involvement	Fitzgibbon 2011 [34]	Puder 2011 [35]	Fitzgibbon 2011 [34]3	Puder 2011 [35]3		Bellows 2013 [40]
						Fitzgibbon 2005 [41]3
						Fitzgibbon 2006 [42]3
						Winter & Sass 2011 [45]3
						Reilly 2006 [47]3
						Sharma 2011 [48]3
Intrapersonal level
Knowledge, beliefs, motor skills, aerobic fitness, self-efficacy	Fitzgibbon 2011 [34]	Puder 2011 [35]	Alhassan 2012 [30]	Puder 2011 [35]3	Annesi 2013 [39]3	Fitzgibbon 2005 [41]3
			Eliakim 2007 [33]		Jones 2011 [44]	Fitzgibbon 2006 [42]3
			Fitzgibbon 2011 [34]3		Parish 2007 [46]3	Winter & Sass 2011 [45]3
						Reilly 2006 [47]3
						Sharma 2011 [48]3

Notes: ¹Named by first author, ²Moderate and low quality studies, ³Theory-based intervention.