1.7. Analysis.
Comparison 1: PA programme vs no PA programme, Outcome 7: Sedentary time: additional data
| Sedentary time: 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 sedentary: MD 1.34 (95% CI: ‐0.73, 3.41) I1: m 75.74 (sd 8.81) Control: m 74.40 (sd 10.80) |
% 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 sedentary: MD 0.11 (95% CI: ‐2.31, 2.54) I2: m 74.51 (sd 11.95) Control: m 74.40 (sd 10.80) |
Authors note that statistically significant changes were found from baseline to follow‐up in the after school program only, however analyses were not described or presented | ||
| Enhanced PE | ||||||
| Lonsdale 2019a | Grade 8 students | Teacher PE training | Standard teaching | 7‐8 months | % time spent sedentary: MD 0.92 (95% CI −0.28, 2.13) | % time reported, not min/day |
| 14‐15 months | % time spent sedentary: MD 0.02 (95% CI −0.99, 0.95) | |||||
| 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 sedentary, P = 0.715 | % time reported, not min/day |
| 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 sedentary: MD 1.11 (95%CI: ‐1.09, 3.31) I1: m 75.51 (sd 9.64) Control: m 74.40 (sd 10.80) |
% 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 sedentary: MD 0.11 (95% CI: ‐2.31, 2.54) I2: m 74.51 (sd 11.95) Control: m 74.40 (sd 10.80) |
Authors note that statistically significant changes were found from baseline to follow‐up in the after school program only group, however analyses were not described. | ||
| Multi‐component intervention | ||||||
| Corepal 2019 | Students 12‐14 years old | Pedometer challenge | Usual school | Baseline | Intervention: m 449.6 min/day, IQR: 416.5, 524.3 Control: m 466.3 min/day, IQR: 410.0, 534.9 |
Feasibility trial therefore no statistical analyses performed |
| 22 weeks | MD 1.2 min/day Intervention: m 454.7 min/day, IQR: 405.7, 517.8 Control: m 453.5 min/day IQR: 399.8, 529.6 |
Variance cannot be calculated as only mean and interquartile range reported | ||||