Table 1.
Characteristics of the included studies, assessments, and outcomes of the intervention strategies.
| Studies | Intervention Name (Country) | Study Design | Sample Characteristics | Strategy and Techniques |
|---|---|---|---|---|
| Shared Risk Factors for Obesity and Eating Disorders Programs | ||||
| Simpson et al. 2019 [52] | INSPIRE (USA) | One-group pre-post-design | 27 female adolescents (M = 18.6 ± SD 1.01 years old) |
Dissonance-based intervention + healthy weight + dialectical behavioral therapy. |
| Leme et al., 2019 [5] | Healthy Habits, Healthy Girls—Brazil (Brazil) | Randomized controlled trial with post- and 6-month | 253 adolescent girls (M = 16.1 ± SE 0.1 years old); 142 in intervention group |
Social Cognitive Theory. |
| Achieve sustainable diet and physical activity behaviors, and decrease risk factors for eating disorders. | ||||
| Castillo et al. 2019 [43] | No intervention name (Mexico) | Three-arm quasi experimental study with post and 3-month follow-up | 361 adolescent girls (M = 19.78 ± 2.06 years old); 133 in experimental group; 105 in control skills group and 123 non-intervention group |
Cognitive Dissonance and Constructivist Approach. |
| Raise awareness to beauty standards and perpetuated by the mass media. | ||||
| Increase physical activity and healthy eating. | ||||
| Improve self-esteem, build positive self-concept, and reduce extreme perfectionism, and resolve conflicts. | ||||
| Lenz and Claudino et al. 2018 [29] | Adaption of the US New Moves (Brazil) | Randomized Controlled trial with post- and 6-month follow-up. | 270 adolescent girls (M = 13.4 ± 0.64 years old) with 139 in intervention group. |
Social Cognitive Theory. |
| Address issues related to female adolescents to promote health. | ||||
| Shomaker et al. 2017 [58] | No intervention name (USA) | Randomized Controlled trial with post-intervention, 6 month and 1-year follow-up | 29 pre-adolescents (M = 11.7 ± 1.6 years old) with 15 in intervention group. |
Family-Based Interpersonal Therapy. |
| Psycho-education on interpersonal model of loss of control-eating and general skill-building applied to improve communication, increase support, and resolve conflict between parent and child. | ||||
| Sánchez-Carracedo et al. 2016 [31] | The MABIC Project (Spain) | Non-randomized controlled trial with post- and 1-year follow-up. | 565 adolescent girls (M= 13.8 ± 0.5 years old) with 152 in intervention group. |
Social Cognitive Theory, Media Literacy Education Approach, and Cognitive Dissonance Theory. |
| Increase knowledge through sessions of the practical and relevant aspects of foods. | ||||
| Wilksch et al. 2015 [28] | No intervention name (Australia) | Four-arm randomized controlled trial with post, intervention, 6-month and 12-month follow-up. | 1316 adolescents (M = 13.21 ± 0.68 years old) with 269 in media smart, 347 in life smart and 225 HELPP group. |
Principles of media internalization (Media Smart group). |
| Principles that health is more than weight (Life Smart group). | ||||
| Principles of eating disorder risk factors of internalization of social appearance ideals and comparisons. | ||||
| Evidence principles of being interactive, avoiding psychoeducation on weight-related concerns and with multiple sessions. | ||||
| Stice et al. 2013 [54] | Healthy Weight 2 (USA) | Randomized controlled trial post-, 6 month, 1-year and 2-year follow-up. | 398 young adults (M = 18.4, 17–20 years old) with 192 in intervention group. |
Healthy weight approach to reduce eating disorders and obesity. |
| Nutrition science principles for health behavior changes. | ||||
| Franko et al. 2013 [55] | BodyMojo (USA) | Randomized controlled trial with 4–6 weeks and 3-month follow-up. | 65 boys (M = 15.4 ± 1.4 years old) and 113 girls (M = 15.2 ± 0.3 years old), randomized in classes. |
Socio-Cognitive Theory, Health Belief Model, Theory of Planned Behavior, Transtheoretical Model. |
| Internet-based program for health behavior change through technology and social engagement, offering a personalized experience, goal setting, and interactive games and videos. | ||||
| Gonzalez et al. 2011 [33] | No intervention name (Spain) | Three arms quasi-experimental design with post-intervention, 6 and 30-month follow-up. | 443 adolescents (M = 13.5 ± 0.4 years old) with 143 media literacy and 99 media literacy and nutrition. |
Social Cognitive Theory. |
| Focus on media literacy to increase nutrition awareness. | ||||
| Interactive format, sessions, and new activism and media literacy components. | ||||
| Critical thinking and promotion of health and well-being to develop resilience for sociocultural messages. | ||||
| Neumark-Sztainer et al. 2010 [51] | New Moves (USA) | Randomized controlled trial with post and 9-month follow-up. | 356 adolescent girls (M = 15.8 ± 1.2 years old) with 182 in intervention group. |
Social Cognitive Theory and Transtheoretical Model. |
| Socio-environmental, personal, and behavioral factors for changes in diet, physical activity, and weight-control behaviors. | ||||
| Stock et al. 2007 [42] | Healthy Bodies (Canada) | Prospective pilot study with post-intervention. | 199 adolescents (4th to 7th grade) with 128 in intervention group. | Prescribed learning outcomes from the British Columbia Minister of Health. |
| 3 main components of healthy living: be physical activity, eat healthy, and positive body image. | ||||
| 21 lessons over the study school year. | ||||
| Austin et al. 2007 [56] | The 5-2-1 go! (USA) | Randomized controlled trial with post intervention. | 1451 adolescents (6th and 7th grade) with 614 in intervention group. | Learning outcomes from previous trial (Planet Girls). |
| Multiple modules in schools to address nutrition and physical activity in various domains: nutrition services, physical education, and policies and environment. | ||||
| Austin et al. 2005 [57] | Planet Health (USA) | Randomized controlled trial with post-and 21-month follow-up. | 480 adolescent girls (M = 11.5 ± 0.7 years old) with 254 in intervention group |
Social Cognitive Theory. |
| Interdisciplinary curriculum with materials integrated in major subject areas and physical education classes via grade- and subject appropriate skills and competencies. | ||||
| Energy-Balance Programs | ||||
| Sgambato et al. 2019 [30] | PAAPPAS—“Parents, Students, Community Health Agents and teachers for Healthy Eating” (Brazil) | Randomized controlled trial with post-interventions | 2447 adolescents (M = 11.5 ± 1.4 years old) with 1290 in intervention group. |
Family Health System. |
| Reduce weight gain at school and home environments. | ||||
| Aperman-Itzhak et al. 2018 [44] | No intervention name (Israel) | Controlled, non-randomized and non-blinded trial with post-intervention | 373 adolescents (10–12 years old) with 187 in intervention group. | Program developed by a registered dietitian and cardiologist. |
| Promote healthy eating and physical activity, integrating the head of the local council stakeholders and school teachers | ||||
| Yang et al. 2017 [39] | No intervention name (South Korea) | Quasi-experimental trial with 1-year follow-up | 768 adolescents (M = 11.0 ± 1.5 years old) with 418 in intervention group. |
Based on pre-intervention results + personalized suggestions for improving physical strength and dietary intake. |
| School-based interventions with continuation in the community. | ||||
| Rerksuppaphol and Rerksuppaphol 2017 [40] | No intervention name (Thailand) | Randomized controlled trial with post-intervention. | 217 adolescents (M = 10.7 ± 3.1 years old) with 111 in intervention group. |
Internet-based obesity program. |
| Information on health nutrition, food habits, and physical activity included in text and graphics. | ||||
| Participants collect their weight and height and interpreted their weight status. | ||||
| Malakellis et al. 2017 [24] | It’s Your Move—ACT IYM (Australia) | Quasi-experimental trial with 2-year follow-up. | 880 adolescents (12–16 years old) with 628 in intervention group. | ANGELO framework—identify and prioritize key determinants, considering gaps in knowledge community capacity, culturally specific needs, and current health promotion. |
| Changes in school and community-based environment. | ||||
| Ardic and Erdogan 2017 [34] | COPE Healthy lifestyles teen program (Turkey) | Quasi-experimental trial with post and 12-month follow-up. | 100 adolescents (M = 12.8 ± 0.8 years old) with 50 in intervention group. |
Adaptation of US study (COPE). |
| Cognitive behavioral skill building. | ||||
| Educational information for healthy lifestyle. | ||||
| Lubans et al. 2016 [25] | ATLAS Boys (Australia) | Randomized controlled trial with post, 8- and 18-month follow-up. | 361 adolescent boys (M = 12.7 ± 0.5 years old) with 181 in intervention group. |
Self-Determination and Social Cognitive Theory. |
| Increase autonomy, competence, and relatedness to improve autonomous motivation for leisure time physical activity and school sports. | ||||
| Fulkerson et al. 2015 [47] | Home Plus (USA) | Randomized controlled trial with 12- and 21-month follow-up. | 149 families (children M = 10.3 ± 1.4 and; parents M = 41.6 ± 7.6 years old) with 74 families in intervention group. |
Social Cognitive Theory and Social Ecological Model. |
| Family changes on planning, frequency, and healthiness of family meals and snacks (limiting meals related to screen-time). | ||||
| Lazorick et al. 2015 [45] | MATCH (USA) | Randomized controlled trial with post-intervention follow-up. | 362 adolescents (M = 13.1 ± 0.5 years old) with 189 in intervention group. |
Social Cognitive Theory and Self-Determination Theory. |
| Education and behavioral curriculum (school). | ||||
| Lessons delivered in sequence of a planned manner, repeated key concepts, and applied enhance skills for healthy choices. | ||||
| González-Jiménez et al. 2014 [32] | No intervention name (Spain) | One group, pre post-test design | 91 adolescents (15–17 years old) | Knowledge education program to reduce weight gain. |
| Three workshops on healthy eating. | ||||
| Activities during physical education classes | ||||
| Grydeland et al. 2014 [38] | HEIA Study (Norway) | Randomized controlled trial with 2-month follow-up | 1485 adolescents (M = 11.2 ± 0.3 years old) with 465 in intervention group. |
Social Ecological Framework. |
| Multiple components for health promotion to increase awareness and physical activity, and reduce screen-time. | ||||
| Nollen et al. 2014 [46] | No intervention name (USA) | Randomized controlled trial with post, 8-week and 12-week follow-up. | 51 adolescent girls (M = 11.3 ± 1.6 years old) with 26 in intervention group. |
Mobile technology with four-week 3 modules: to improve fruit and vegetable and sugar-sweetened beverages intake and screen-time. |
| Dewar et al. 2013 [26] | NEAT Girls (Australia) | Randomized controlled trial with 12- and 24-month follow-up. | 357 adolescent girls (M = 13.2 ± 0.5 years old) with 178 in intervention group. |
Social Cognitive Theory. |
| Range of strategies to promote lifestyle and lifetime physical activity, improve diet intake, and reduce time on screens. | ||||
| Bonsergent et al. 2013 [35] | PRALIMAP trial (France) | Randomized Controlled trial with mid- and post-intervention follow-up. | 3538 adolescents (M = 15.6 ± 0.7 years old) with 1949 in education strategy and 1589 in non-education strategy. Education was divided in environmental with 1029 and non-environmental with 920 individuals. Non-education divided in environmental with 699 and non-environmental with 890 individuals. |
Personal skills were used for educational strategy, detection of weight-related problems, and proposing a care model for a screening strategy and favorable and supportive environment for environmental strategy. |
| * Screening = non-education | ||||
| Lubans et al. 2011 [27] | Physical Activity Leaders—PAL (Australia) | Randomized controlled trial with 3- and 6-month follow-up. | 100 adolescents (M = 14.3 ± 0.6 years old) with 50 in intervention group. |
Social Cognitive Theory. |
| Promotion of lifestyle and lifetime activities. | ||||
| Jansen et al. 2011 [36] | Lekker Fit (Enjoy being fit) (The Netherlands) | Randomized controlled trial with post-intervention. | 1236 adolescents (M = 10.8 ± 1.0 years old) with 583 in intervention group. |
Theory of Planned Behavior. |
| ANGELO framework (identify and prioritize environmental determinants). | ||||
| Intervention targeted individual behaviors, school policies, and curriculum. | ||||
| Fotu et al. 2011 [41] | Ma’alahi Youth Project (Tonga) | Quasi-experimental design with 3-year follow-up | 1712 adolescents (M = 14.8 ± 1.9 years old) with 897 in intervention group. |
Develop on communities the capacity to build on their own promotion for a healthy lifestyle. |
| Social marketing approaches, community capacity building, and grass-roots activities. | ||||
| Chen et al. 2011 [49] | WEB ABC study (USA) | Randomized controlled trial with 2-, 6- and 8-month follow-up | 63 adolescents (M = 12.5 ± 3.2 years old) with 27 in intervention group |
Transtheoretical Model and Social Cognitive Theory. |
| Web-based program to enhance diet and physical activity self-efficacy, ease comprehension, and use problem solving skills. | ||||
| Simon et al. 2008 [37] | No intervention name (France) | Randomized controlled trial with post and 4-year follow-up. | 954 adolescents (M = 11.6 ± 0.6 years old) with 475 in intervention group |
Multilevel theory-based. |
| Provide environment institutional conditions to promote health use knowledge and skills acquired. | ||||
| Changes attitudes towards health and social support from parents and educators. | ||||
| Shaw-Peri et al. 2007 [50] | NEEMA (USA) | One-group with pre-post design. | 269 adolescents (M = 10.5 ± 0.7 years old) |
Based on the learning outcomes of a previous study reporting increased risk for diabetes type 2. |
| Changes in social structures to promote physical activity, fiber intake, and reduce saturated fat, sugar, and sedentary time. | ||||