1.4. Analysis.
Comparison 1: PA programme vs no PA programme, Outcome 4: Physical activity duration: additional data
| Physical activity duration: additional data | ||||||
| Study | Study population | Intervention group | Control Group | Measurement period | Overall effect | Comment |
| Before and after school programmes | ||||||
| Zhou 2019 | Junior high school students, grade 7 | I1: Biweekly after school program | Regular PE (2 days per week) | 32 weeks | % of time spent in MVPA: MD 1.99 (95% CI: 1.68, 2.30) I1: m 4.22 (sd 1.39) Control: m 2.23 (sd 1.52) |
% time reported, not min/day |
| I2: Enhanced PE (3 days per week) plus after school program | Regular PE (2 days per week) | 32 weeks | % of time spent in MVPA: MD 4.98 (95% CI: 4.62, 5.34) I2: m 7.21 (sd 1.84) Control: m 2.23 (sd 1.52) |
Authors note that statistically significant changes were found from baseline to follow‐up in both intervention groups but not the control group however analyses were not described. | ||
| Enhanced PE | ||||||
| Ten Hoor 2018 | Secondary school students, 11 to 15 years old | Strength training and motivational interviewing | Usual curriculum | 1 year | Between group difference in % of time spent in MPVA tested, P = 0.046 | No values reported |
| Zhou 2019 | Junior high school students, grade 7 | I1: Enhanced PE (3 days per week) | Regular PE (2 days per week) | 32 weeks | % of time spent in MVPA: MD 3.12 (95% CI: 2.76, 3.48) I1: m 5.35 (sd 1.79) Control: m 2.23 (sd 1.52) |
% time reported, not min/day |
| I2: Enhanced PE (3 days per week) plus after school program | % of time spent in MVPA: MD 4.98 (95% CI: 4.62, 5.34) I2: m 7.21 (sd 1.84) Control: m 2.23 (sd 1.52) |
Authors note that statistically significant changes were found from baseline to follow‐up in both intervention groups but not the control group however analyses were not described. | ||||
| Multi‐component intervention | ||||||
| Corepal 2019 | Students age 12‐14 | Pedometer challenge | Usual school | Baseline | Intervention: m 33.3 min/day, IQR: 23.6, 49.0) Control: m 43.6 min/day, IQR: 31.0, 69.3 | Feasibility trial, therefore statistical testing not conducted |
| 22 weeks | MD: ‐14.4 min/day Intervention: m 33.0 min/day, IQR: 20.0, 46.2 Control: m 47.4 min/day, IQR: 32.7, 65.1 |
No estimates of variance given, only mean and interquartile range | ||||
| Salmon 2008 | Grade 5 students (10 to 11 years old) | I1: Behavioral modification group, I2: fundamental motor skills group, I3: combined behavioral modification and fundamental motor skills group |
Usual classroom lessons | 1 school year | Adjusted between group difference (vs. control group) I1: MD 2.8 (95% CI 0.3, 5.4) min/day I2: MD 7.8 (95% CI 3.4, 12.3) min/day I3: MD 3.1 (95% CI ‐0.58, 6.7) min/day |
Vigorous PA only |
| 1 year post‐intervention | Adjusted between group difference (vs. control group) I1: MD 2.8 (95% CI 0.2, 5.4) min/day I2: MD 7.7 (95% CI 3.2, 12.2) min/day I3: MD 3.0 (95% CI ‐0.59, 6.6) min/day |
Vigorous PA only | ||||
| Schooltime PA | ||||||
| Ford 2013 | Primary school students aged 5 to 11 years | Accumulated brisk walking program | Normal school lessons | 15 weeks | Change from baseline MD ‐27.4 (95% CI: ‐91.0, 36.2) counts per min Intervention group: ‐29.2 (‐72.0, 13.6) counts per min, P = 0.415 Control group: ‐1.8 (‐50.3, 46.7) counts per min, P = 0.772 |
Weekday counts per min only |
| Magnusson 2011 | Children attending grade 2 (born in 1999) | Students engaged in PA during PE lessons, recess, and during classes; schools had access to PA equipment to use in school lessons; teaching materials promoting PA were provided | Followed the general PA curriculum | 1 year (midpoint) | Group x time interaction in multivariable model P < 0.0001 | |
| 2 years | Group x time interaction in multivariable model P = 0.10 | |||||