1. Overview of study populations.
| Trial ID (design) | Interventions and comparators | Screened/eligible (N) | Randomised (N) | Finishing trial (N) | Randomised finishing trial (%) |
| Breheny 2020 | I: Daily Mile | —/— | 1153 | 1107 | 96.0 |
| C: usual school routine | 1127 | 1070 | 94.9 | ||
| total: | 2280 | 2177 | 95.5 | ||
| Ketelhut 2020 | I: high‐intensity interval training during PE | —/— | — | 22 | — |
| C: usual PE | 24 | ||||
| total: | — | 46 | |||
| — | |||||
| Belton 2019 (cluster‐RCT) | I: multi‐component PE, whole‐school and parent‐targeted intervention | 564/534 | 275 | 123 | 44.7 |
| C: usual care | 259 | 126 | 48.6 | ||
| total: | 534 | 249 | 46.6 | ||
| Corepal 2019 (cluster‐RCT) | I: pedometer challenge | —/— | 142 | 136 | 95.8 |
| C: usual school | 82 | 81 | 98.8 | ||
| total: | 224 | 217 | 96.9 | ||
| Ickovics 2019 (cluster‐RCT) | I1: PA school wellness policy | —/756 | 413 | 330 | 79.9 |
| I2: PA + nutrition school wellness policy | |||||
| C1: nutrition school wellness policy | 305 | 265 | 86.9 | ||
| C2: delayed control | |||||
| total: | 718 | 595 | 82.9 | ||
| Jago 2019 (cluster‐RCT) | I: Action 3:30R after‐school PA club | 1139/1125 | 170 | 113 | 66.5 |
| C: — | 165 | 139 | 84.2 | ||
| total: | 335 | 252 | 75.2 | ||
| Leahy 2019 (cluster‐RCT) | I: Burn2Learn, multi‐component high‐intensity interval training | —/68 | 38 | 32 | 84.2 |
| C: usual school activities | 30 | 29 | 96.7 | ||
| total: | 68 | 61 | 89.7 | ||
| Lonsdale 2019a (cluster‐RCT) | I: teacher PE training | —/1806 | 693 | 630 | 90.9 |
| C: standard teaching | 728 | 628 | 86.3 | ||
| total: | 1421 | 1258 | 88.5 | ||
| Müller 2019 (cluster‐RCT) | I1: PA only | 1009/944 | — | 265 | — |
| I2: PA + health education | |||||
| I3: PA + health education + nutrition | |||||
| C1: health education + nutrition | — | 398 | — | ||
| C2: no PA | |||||
| total: | 944 | 663 | 70.2 | ||
| Ordóñez Dios 2019 | I: 2 x 45‐minute PE sessions per week and daily run | —/— | — | 45 | — |
| C: 2 x 45‐minute PE sessions per week | — | 44 | — | ||
| total: | — | 89 | — | ||
| Seibert 2019 | I: 4 core strategies to increase PA | —/— | 2495 | — | — |
| C: usual PE | 2399 | — | — | ||
| total: | 4894 | — | — | ||
|
Seljebotn 2019
(cluster‐RCT) |
I: physically active lessons, active homework, physically active recess | —/473 | 228 | 224 | 98.2 |
| C: continued normal routine, approximately 135 minutes/week of PA | 219 | 218 | 99.5 | ||
| total: | 447 | 442 | 98.9 | ||
| Zhou 2019 (cluster‐RCT) | I1: modified PE | —/— | 204 | 163 | 79.9 |
| I2: after school PA programme | 200 | 180 | 90.0 | ||
| I3: modified PE and after school PA programme | 178 | 168 | 94.4 | ||
| C: regular PE | 176 | 170 | 96.6 | ||
| total: | 758 | 681 | 89.8 | ||
| Adab 2018 (cluster‐RCT) | I: 30 minutes of additional MVPA on each school day, cooking workshops, a 6‐week healthy eating programme, information sheets for families | —/— | 1134 | 660 | 58.2 |
| C: ongoing Year 2 health‐related activities and education resources, excluding topics related to healthy eating and PA | 1328 | 732 | 55.1 | ||
| total: | 2462 | 1392 | 56.5 | ||
| Carlin 2018 (cluster‐RCT) | I: brisk walking intervention | —/— | 101 | 100 | 99.0 |
| C: continued with normal PA habits | 98 | 97 | 99.0 | ||
| total: | 199 | 197 | 99.0 | ||
| Harrington 2018 (cluster‐RCT) | I: support for PA, PE, and school sport culture and practices with support of the Youth Sport Trust and a hub school | —/1753 | 867 | 735 | 84.8 |
| C: usual practice of PE and sport | 885 | 626 | 70.7 | ||
| total: | 1752 | 1361 | 77.7 | ||
| Have 2018 (cluster‐RCT) | I: active math lessons | —/557 | 294 | 268 | 91.2 |
| C: regular classroom instruction | 211 | 182 | 86.3 | ||
| total: | 505 | 450 | 89.1 | ||
| Pablos 2018 (cluster‐RCT) | I: lunchtime extracurricular PA | —/210 | 100 | 82 | 82.0 |
| C: continued with daily activities | 90 | 76 | 84.4 | ||
| total: | 190 | 158 | 83.2 | ||
| Robbins 2018 (cluster‐RCT) | I: an after school PA club, counselling, interactive Internet‐based sessions | 4192/1543 | 766 | 706 | 92.2 |
| C: no additional after school programming | 777 | 680 | 87.5 | ||
| total: | 1543 | 1386 | 89.8 | ||
| Siegrist 2018 (cluster‐RCT) | I: weekly lifestyle lessons | 792/— | 331 | 243 | 73.4 |
| C: usual activities | 257 | 191 | 74.3 | ||
| total: | 588 | 434 | 73.8 | ||
| Ten Hoor 2018 (cluster‐RCT) | I: strength training and motivational interviewing | —/808 | 353 | 262 | 74.2 |
| C: usual curriculum | 342 | 246 | 71.9 | ||
| total: | 695 | 508 | 73.1 | ||
| Donnelly 2017 (cluster‐RCT) | I: Academic Achievement and Physical Activity Across the Curriculum lessons, 160 minutes/week of MVPA | —/698 | 316 | 244 | 77.2 |
| C: traditional classroom instruction and typical PE schedule | 268 | 204 | 76.1 | ||
| total: | 584 | 448 | 76.7 | ||
| Farmer 2017 (cluster‐RCT) | I: school‐specific playground action plan | —/— | 812 | 344 | 42.4 |
| C: no change to school play spaces | 851 | 325 | 38.2 | ||
| total: | 1663 | 669 | 40.2 | ||
| Sutherland 2017 (cluster‐RCT) | I: modified Supporting Children's Outcomes using Rewards, Exercise and Skills programme | —/1959 | 571 | — | — |
| C: delivered school PA practices according to the curriculum | 568 | — | — | ||
| total: | 1139 | — | — | ||
| Torbeyns 2017 (RCT) | I: cycling desks | —/— | 28 | 21 | 75.0 |
| C: no lifestyle change | 28 | 23 | 82.1 | ||
| total: | 56 | 44 | 78.6 | ||
| Daly 2016 (cluster‐RCT) | I: specialist‐taught PE intervention | —/— | 457 | 273 | 59.7 |
| C: usual PE programme | 396 | 267 | 67.4 | ||
| total: | 853 | 540 | 63.3 | ||
| de Greeff 2016 (cluster‐RCT) | I: physically active mathematics and language lessons | —/— | — | 181 | — |
| C: usual curriculum | — | 195 | — | ||
| total: | 388 | 376 | 96.9 | ||
| Drummy 2016 (cluster‐RCT) | I: teacher‐led activity break | —/150 | — | 54 | — |
| C: normal daily routine | — | 53 | — | ||
| total: | 120 | 107 | 89.2 | ||
| Jarani 2016 (cluster‐RCT) | I1: group circuit training‐based PE | —/767 | 261 | 253 | 96.9 |
| I2: games‐based PE | 251 | 243 | 96.8 | ||
| C: traditional PE school | 255 | 240 | 94.1 | ||
| total: | 767 | 736 | 96.0 | ||
| Kocken 2016 (cluster‐RCT) | I: theory and practical lessons on nutrition and PA | —/— | 615 | 367 | 59.7 |
| C: regular school programme or curriculum on nutrition and PA | 497 | 496 | 99.8 | ||
| total: | 1112 | 863 | 77.6 | ||
| Lau 2016 (RCT) | I: Xbox 260 Kinect gaming sessions after school | 152/84 | 40 | 40 | 100.0 |
| C: regular PA and PE class | 40 | 40 | 100.0 | ||
| total: | 80 | 80 | 100.0 | ||
| Resaland 2016 (cluster‐RCT) | I: physically active Norwegian, mathematics, and English lessons on the playground; PA breaks and PA homework | 1395/1202 | 620 | 593 | 95.6 |
| C: curriculum‐prescribed PE and PA | 582 | 530 | 91.1 | ||
| total: | 1202 | 1123 | 93.4 | ||
| Sutherland 2016 (cluster‐RCT) | I: 7 PA intervention strategies and 6 implementation strategies | —/1468 | 696 | 250 | 35.9 |
| C: only measurement components of the trial: regular PA and PE | 537 | 191 | 35.6 | ||
| total: | 1233 | 441 | 35.8 | ||
| Tarp 2016 (cluster‐RCT) | I: 60 minutes of PA during schooltime, PA homework | 869/855 | 215 | 194 | 90.2 |
| C: normal practice | 490 | 438 | 89.4 | ||
| total: | 705 | 632 | 89.6 | ||
| Cohen 2015 (cluster‐RCT) | I: teacher learning, PA policies, school‐community linkages | —/— | 199 | 166 | 83.4 |
| C: usual PE and school sport programmes | 261 | 217 | 83.1 | ||
| total: | 460 | 383 | 83.3 | ||
| Jago 2015 (cluster‐RCT) | I: after school dance classes | —/663 | 284 | — | — |
| C: provided data only | 287 | — | — | ||
| total: | 571 | 508 | 89.0 | ||
| Madsen 2015 (cluster‐RCT) | I: nutrition education curriculum, Playworks structured recess before or after school activities, PA and games implemented by teachers | —/— | 583 | 446 | 76.5 |
| C: — | 296 | 230 | 77.7 | ||
| total: | 879 | 676 | 76.9 | ||
| Muros 2015 (cluster‐RCT) | I1: extracurricular PA sessions | 242/162 | 28 | 28 | 100.0 |
| I2: PA and nutrition | 21 | 21 | 100.0 | ||
| I3: PA and nutrition and extra virgin olive oil during the final month | 25 | 25 | 100.0 | ||
| C1: nutrition and lifestyle education sessions | 41 | 41 | 100.0 | ||
| C2: usual activities | |||||
| total: | 135 | 135 | 100.0 | ||
| Suchert 2015 (cluster‐RCT) | I: multi‐level intervention targeting students, classrooms, schools, and parents | —/1489 | 790 | 702 | 88.9 |
| C: no intervention | 506 | 460 | 90.9 | ||
| total: | 1296 | 1162 | 89.7 | ||
| Andrade 2014 (cluster‐RCT) | I: ACTIVITAL individual‐ and environment‐based intervention | —/— | 700 | 550 | 78.6 |
| C: standard curriculum | 740 | 533 | 72.0 | ||
| total: | 1440 | 1083 | 75.2 | ||
| Jago 2014 (cluster‐RCT) | I: Action 3:30 activity club | —/— | 284 | 153 | 53.9 |
| C: schools provided data only | 255 | 157 | 61.6 | ||
| total: | 539 | 310 | 57.5 | ||
| Kipping 2014 (cluster‐RCT) | I: PA education intervention | 2242/2221 | 1064 | — | — |
| C: continued standard education provision | 1157 | — | — | ||
| total: | 2221 | 1252 | 56.4 | ||
| Kobel 2014 (cluster‐RCT) | I: teacher training, PA education, active breaks | 3159/1968 | — | — | — |
| C: no intervention | — | — | — | ||
| total: | 1964 | 1724 | 87.8 | ||
| Martinez‐Vizcaino 2014 (cluster‐RCT) | I: MOVI‐2 extracurricular PA programme | —/— | 769 | 420 | 54.6 |
| C: standard PE curriculum | 823 | 492 | 59.8 | ||
| total: | 1592 | 912 | 57.3 | ||
| Nogueira 2014 (cluster‐RCT) | I: high‐intensity capoeira sessions | 341/339 | 185 | 176 | 95.1 |
| C: usual school activities | 154 | 135 | 87.7 | ||
| total: | 339 | 138 | 40.7 | ||
| Santos 2014 (cluster‐RCT) | I: healthy buddies, healthy living lessons, structured aerobic exercise | —/— | 340 | 310 | 91.2 |
| C: standard curriculum | 347 | 273 | 78.7 | ||
| total: | 687 | 583 | 84.9 | ||
| Toftager 2014 (cluster‐RCT) | I: physical and organisational environmental changes | —/— | 623 | 551 | 88.4 |
| C: — | 725 | 608 | 83.9 | ||
| total: | 1348 | 1159 | 86.0 | ||
| Fairclough 2013 (cluster‐RCT) | I: weekly lesson plans, worksheets, homework tasks, lesson resources | 420/318 | 166 | 117 | 70.5 |
| C: normal instruction | 152 | 89 | 58.6 | ||
| total: | 318 | 196 | 61.6 | ||
| Ford 2013 (RCT) | I: accumulated brisk walking programme | —/174 | — | 77 | — |
| C: normal school lessons | — | 75 | — | ||
| total: | 174 | 152 | 87.4 | ||
| Grydeland 2013 (cluster‐RCT) | I: structured lessons, PA breaks, PA promotion | —/— | 784 | 519 | 66.2 |
| C: — | 1381 | 945 | 68.4 | ||
| total: | 2165 | 1464 | 67.6 | ||
| Melnyk 2013 (cluster‐RCT) | I: goal‐setting, education, PA homework | 1560/807 | 374 | 286 | 76.5 |
| C: Healthy Teens attention control curriculum was intended to promote knowledge of common adolescent health topics and health literacy | 433 | 341 | 78.8 | ||
| total: | 807 | 627 | 77.7 | ||
| Sacchetti 2013 (cluster‐RCT) | I: daily PA in schoolyard and classroom | 521/521 | 247 | 212 | 85.8 |
| C: standard programme of PE | 250 | 216 | 86.4 | ||
| total: | 497 | 428 | 86.1 | ||
| Siegrist 2013 (cluster‐RCT) | I: JuvenTUM educational and environmental intervention | —/902 | 486 | 427 | 87.9 |
| C: continued with usual school activities | 340 | 297 | 87.4 | ||
| total: | 826 | 724 | 87.7 | ||
| Aburto 2011 (cluster‐RCT) | I1: basic intervention of environmental and policy‐level changes | —/— | 262 | 241 | 92.0 |
| I2: plus intervention adding additional resources and daily morning exercise | 264 | 242 | 91.7 | ||
| C: no change to standard practices | 338 | 216 | 63.9 | ||
| total: | 864 | 699 | 80.9 | ||
| Ardoy 2011 (cluster‐RCT) | I1: 4 sessions/week of PE | 70/67 | 26 | 25 | 96.2 |
| I2: 4 sessions/week of PE with emphasis on increasing intensity | 23 | 23 | 100.0 | ||
| C: 2 sessions/week of PE | 18 | 18 | 100.0 | ||
| total: | 67 | 66 | 98.5 | ||
| de Heer 2011 (cluster‐RCT) | I: Bienstar intervention of health education and 45 to 60 minutes of after school PA | 1720/901 | 292 | 242 | 82.9 |
| C1: Grade 4 health workbooks and incentives | 251 | 236 | 94.0 | ||
| C2: spillover control group | 354 | 326 | 92.1 | ||
| total: | 897 | 804 | 89.6 | ||
| Jago 2011 (cluster‐RCT) | I: education, social marketing, food environment, PE curriculum, equipment provision | —/11158 | 5571 | 2060 | 37.0 |
| C: recruitment and data collection only | 5587 | 2003 | 35.9 | ||
| total: | 11158 | 4063 | 36.4 | ||
| Jansen 2011 (cluster‐RCT) | I: 3 PE sessions/week, additional after school sport and play, classroom education, parent health promotion | —/— | 1271 | 1149 | 90.4 |
| C: continued with usual curriculum | 1499 | 1267 | 84.5 | ||
| total: | 2770 | 2416 | 87.2 | ||
| Magnusson 2011 (cluster‐RCT) | I: students engaged in PA during PE lessons, during recess, and during classes; schools had access to PA equipment to use in school lessons; teaching materials promoting PA were provided | —/321 | 151 | 138 | 91.4 |
| C: followed the general PA curriculum | 170 | 116 | 68.2 | ||
| total: | 321 | 254 | 79.1 | ||
| Okely 2011 (cluster‐RCT) | I: PA action plan | —/1769 | 771 | 566 | 73.4 |
| C: continuation of usual programmes | 747 | 633 | 84.7 | ||
| total: | 1518 | 1199 | 79.0 | ||
| Thivel 2011 (cluster‐RCT) | I: 120 minutes of additional supervised PE | —/— | 229 | 229 | 100.0 |
| C: habitual 2 hours of PE/week | 228 | 228 | 100.0 | ||
| total: | 457 | 457 | 100.0 | ||
| Wilson 2011 (cluster‐RCT) | I: Active by Choice Today programme, PA homework, in‐school PA, motivational skills training | 729 | 673 | 92.3 | |
| C: General Health Education Programme | 693 | 635 | 91.6 | ||
| total: | 1422 | 1308 | 92.0 | ||
| Kriemler 2010 (cluster‐RCT) | I: 2 additional 45‐minute PE lessons/week, activity breaks, PA homework | 305 | 297 | 97.4 | |
| C: usual mandatory PE lessons | 235 | 205 | 87.2 | ||
| total: | 540 | 502 | 93.0 | ||
| Neumark‐Sztainer 2010 (cluster‐RCT) | I: New Moves curriculum (nutrition and self‐empowerment, motivational interviewing, lunch meetings, parent outreach) | 687 | 182 | 177 | 97.3 |
| C: participation in all‐girls PE class | 174 | 159 | 91.4 | ||
| total: | 356 | 336 | 94.4 | ||
| Angelopoulos 2009 (cluster‐RCT) | I: educational intervention covering self‐esteem, body image, nutrition, PA, fitness, and environmental issues, with motivational methods to increase knowledge, skills, self‐efficacy, self‐monitoring, and social influence | — | 321 | — | |
| C: — | — | 325 | — | ||
| total: | — | 646 | — | ||
| Donnelly 2009 (cluster‐RCT) | I: 90 minutes/week of moderate to vigorous physically active academic lessons | 814 | 792 | 97.3 | |
| C: regular classroom instruction | 713 | 698 | 97.9 | ||
| total: | 1527 | 1490 | 97.6 | ||
| Dorgo 2009 (cluster‐RCT) | I1: PE manual resistance training programme | 141 | 93 | 66.0 | |
| I2: PE manual resistance training plus cardiovascular endurance training | |||||
| C: regular PE programme that followed the usual school curriculum | 232 | 129 | 55.6 | ||
| total: | 373 | 222 | 59.5 | ||
| Gentile 2009 (cluster‐RCT) | I: 'Switch' programme: promoted healthy lifestyles targeting family, school, and community | 670 | — | — | |
| C: no intentional exposure to the Switch programme | 653 | — | — | ||
| total: | 1323 | 1029 | 77.8 | ||
| Neumark‐Sztainer 2009 (cluster‐RCT) | I: after school theatre sessions, booster sessions, family outreach | 56 | 51 | 91.1 | |
| C: a theatre‐based control condition | 52 | 45 | 86.5 | ||
| total: | 108 | 96 | 88.9 | ||
| Peralta 2009 (RCT) | I: curriculum and peer‐facilitated lunchtime PA session, parent newsletters | 16 | 16 | 100.0 | |
| C: PA curriculum | 17 | 16 | 94.1 | ||
| total: | 33 | 32 | 97.0 | ||
| Walther 2009 (cluster‐RCT) | I: 1 unit of physical exercise (45 minutes) with at least 15 minutes of endurance training/school day, plus lessons on healthy lifestyle once/ month | 112 | 109 | 97.3 | |
| C: German standards, 2 units (each 45 minutes) of PE/week, 12 units (45 minutes/ unit) of high‐level endurance exercise training/week plus participation in competitive sporting events | 76 | 73 | 96.1 | ||
| total: | 188 | 182 | 96.8 | ||
| Reed 2008 (cluster‐RCT) | I: Action Schools!BC whole‐school PA approach | 178 | 156 | 87.6 | |
| C: regular programme of PE and school‐based PA | 90 | 81 | 90.0 | ||
| total: | 268 | 237 | 88.4 | ||
| Salmon 2008 (cluster‐RCT) | I: 1, 2, 3 behavioural modification group; fundamental motor skills group; combined behavioural modification and fundamental motor skills group | 233 | 213 | 91.4 | |
| C: usual classroom lessons | 62 | 55 | 88.7 | ||
| total: | 295 | 268 | 90.8 | ||
| Wang 2008 (cluster‐RCT) | I: 'FitKid' after school intervention sessions | 603 | 260 | 43.1 | |
| C: — | 584 | 265 | 45.4 | ||
| total: | 1187 | 525 | 44.2 | ||
| Webber 2008 (cluster‐RCT) | I: health education lessons to enhance behavioural skills known to influence PA participation (self‐monitoring, setting goals for behaviour change) | — | — | — | |
| C: — | — | — | — | ||
| total: | 3502 | 3378 | 96.5 | ||
| Weeks 2008 (RCT) | I: directed jumping activity at the beginning of every PE class | 52 | 43 | 82.7 | |
| C: regular PE warm‐ups and stretching at the beginning of every PE class | 47 | 38 | 80.9 | ||
| total: | 99 | 81 | 81.8 | ||
| Barbeau 2007 (RCT) | I: after school PA programme | — | — | 81 | |
| C: — | — | — | 84 | ||
| total: | — | — | — | ||
| Williamson 2007 (cluster‐RCT) | I: Healthy Eating and Exercise programme to increase PA during the school day and at home | 313 | 282 | 90.1 | |
| C: Alcohol/Drug/Tobacco abuse prevention programme | 348 | 304 | 87.4 | ||
| total: | 661 | 586 | 88.7 | ||
| Haerens 2006 (cluster‐RCT) | I1: a computer‐tailored intervention to increase MVPA to 60 minutes/d, increase fruit consumption, increase water consumption, and reduce fat | 2105 | — | — | |
| I2: group 1 plus parental involvement | |||||
| C: no PA and nutrition intervention | 735 | — | — | ||
| total: | 2840 | 2434 | 85.7 | ||
| Young 2006 (RCT) | I: PE curriculum taught 5 days/week and family | 116 | 111 | 95.7 | |
| C: standard PE class | 105 | 99 | 94.3 | ||
| total: | 221 | 210 | 95.0 | ||
| Bayne‐Smith 2004 (RCT) | I: Physical Activity and Teenage Health programme, education sessions plus 20 to 25 minutes of PA | — | 310 | — | |
| C: same frequency or duration of PE classes, but without lecture or discussion | — | 132 | — | ||
| total: | — | 442 | — | ||
| Simon 2004 (cluster‐RCT) | I: an educational component focusing on PA and sedentary behaviours and new opportunities for PA during and after school hours | — | 475 | — | |
| C: — | — | 479 | — | ||
| total: | 1046 | 954 | 91.2 | ||
| Trevino 2004 (cluster‐RCT) | I: health programming regarding 3 health behaviour messages associated with diabetes mellitus control and goal‐setting | 969 | 619 | 63.9 | |
| C: — | 1024 | 602 | 58.8 | ||
| total: | 1993 | 1221 | 61.3 | ||
| Stone 2003 (cluster‐RCT) | I: food service, skills‐based classroom curricula, family, and PE | 879 | 644 | 73.3 | |
| C: — | 825 | 653 | 79.2 | ||
| total: | 1704 | 1297 | 76.1 | ||
| Burke 1998 (cluster‐RCT) | I1: standard PA and nutrition programme including classroom lessons, fitness sessions daily, and nutrition programme | — | — | — | |
| I2: I1 plus a PA enrichment programme for higher‐risk children | |||||
| C: no programme | — | — | — | ||
| total: | 800 | 720 | 90.0 | ||
| Ewart 1998 (RCT) | I: 50‐minute 'Project Heart' aerobic exercise classes | 45 | 44 | 97.8 | |
| C: 50‐minute standard PE classes | 54 | 44 | 81.5 | ||
| total: | 99 | 88 | 88.9 | ||
| Luepker 1996 (cluster‐RCT) | I1: school food service modifications, PE interventions, and Child and Adolescent Trial for Cardiovascular Health curricula | 3651 | 3297 | 90.3 | |
| I2: I1 plus a family‐based programme | |||||
| C: usual health curricula, PE, and food service programmes | 1455 | 722 | 49.6 | ||
| total: | 5106 | 4019 | 78.7 | ||
| Bush 1989 (cluster‐RCT) | I1: 'Know Your Body' curriculum focusing on nutrition, fitness, prevention of smoking, a personalised health screening, and results on a 'health passport' for parentsg | — | — | — | |
| I2: 'Know Your Body' curriculum and health screening, but students do not receive the results of their screening; only parents receive the results | |||||
| C: health screening only | — | — | — | ||
| total: | 892 | 431 | 48.3 | ||
| Walter 1988 (cluster‐RCT) | I: special curriculum targeting voluntary changes in risk behaviour in the areas of diet, PA, and smoking | — / 3388 | 2075 | 1104 | 53.2 |
| C: — | 1313 | 665 | 50.6 | ||
| total: | 3388 | 1769 | 52.2 | ||
| Grand total | All interventions | 46 073 | 28 089 | ||
| All comparators | 40 566 | 23 639 | |||
| All interventions and comparators b | 96 740 | 66 752 | |||
—: denotes not reported.
aFollow‐up under randomised conditions until end of trial (= duration of intervention + follow‐up post intervention or identical to duration of intervention); extended follow‐up refers to follow‐up of participants once the original trial was terminated as specified in the power calculation.
bNote that numbers from all interventions and all interventions and comparators are greater than the sum of interventions only and comparators only, as some studies reported only the total number of included participants and did not note numbers within each group.
C: comparator; I: intervention; MVPA: moderate to vigorous physical activity; NA: not applicable; PA: physical activity; PE: physical education; RCT: randomised controlled trial.