Trial ID	Interventions and comparators	Trial period	Ethnic groups (%)	Sex (% female)	Age, years (mean (SD)/range)	BMI, kg/m² (mean (SD))
Breheny 2020	I: Daily Mile	2016 to 2018	52 White British 16 South Asian 8 Black African Caribbean 24 Other/unknown	48	8.9 (1.0)	—
	C: usual school routine
Ketelhut 2020	I: high‐intensity interval training during PE	—	—	50	10.8 (0.6)	19.6 (4.6)
	C: usual PE			41.7	10.7 (0.7)	19.7 (4.0)
Belton 2019	I: multi‐component PE, whole‐school and parent‐targeted intervention	2013 to 2015	—	51	12.8 (0.4)	Male: 20.0 (3.1) Female: 20.8 (3.5)
	C: usual care			50	12.8 (0.4)	Male: 19.3 (3.2) Female: 20.3 (2.8)
Corepal 2019	I: pedometer challenge	2015 to 2016	—	53	—	—
	C: usual school
Ickovics 2019	I1: PA school wellness policy	2011 to 2015	47 Hispanic 35 Non‐Hispanic black 18 Non‐Hispanic white	62	10.9 (0.6)	—
	I2: PA + nutrition school wellness policy			50
	C1: nutrition school wellness policy			50
	C2: delayed control			50
Jago 2019	I: Action 3:30R after school PA club	2017 to 2018	—	49	8.4/8‐10	16.9 (2.5)
	C: —					17.2 (2.4)
Leahy 2019	I: Burn2Learn, multi‐component high‐intensity interval training	2017	71 Australian 19 European 6 Asian 4 other	46	16.2 (0.4)	22.2 (3.0)
	C: usual school activities
Lonsdale 2019a	I: teacher PE training	2015 to 2016	58 English and European 9 Aboriginal or Torres Strait Islander 33 Other	48	13.0 (0.6)	—
	C: standard teaching		57 English and European 10 Aboriginal or Torres Strait Islander 32 Other	41	12.9 (0.5)	—
Müller 2019	I1: PA only	2015 to 2016	"Colored children (mixed race ancestry), usually Afrikaans speaking, and black African children, mainly Xhosa speaking"	50	9.2 (0.9)	17.1
	I2: PA + health education
	I3: PA + health education + nutrition
	C1: health education + nutrition			50
	C2: no PA
Ordóñez Dios 2019	I: 2 x 45‐minute PE sessions per week and daily run	—	—	—	—	19.1 (3.1)
	C: 2 x 45‐minute PE sessions per week			—	—	20.1 (3.8)
Seibert 2019	I: 4 core strategies to increase PA	—	—	49	11.1 (—)	22.0 (—)
	C: usual PE			46	11.2 (—)	21.7 (—)
Seljebotn 2019	I: physically active lessons, active homework, physically active recess	2014 to 2015	—	48	9‐10	17.6 (3.0)
	C: continued normal routine, approximately 135 minutes/week of PA			51		17.3 (2.9)
Zhou 2019	I1: enhanced PE	2015 to 2016	—	47	12.7 (0.6)	—
	I2: after school programme
	I3: enhanced PE and after school programme
	C: regular PE
Adab 2018	I: 30 minutes of additional MVPA on each school day, cooking workshops, a 6‐week healthy eating programme, information sheets for families	2011 to 2015	45 White British 31 South Asian 8 Black African Caribbean 16 other	51	6.3 (0.3)	—
	C: ongoing Year 2 health‐related activities and education resources, excluding topics related to healthy eating and PA			47
Carlin 2018	I: brisk walking intervention	2014	—	100	12.4 (0.6)	20.3 (3.9)
	C: continued with normal PA habits			100		19.3 (4.3)
Harrington 2018	I: support for PA, PE, and school sport culture and practices with support of the Youth Sport Trust and a hub school	2015 to 2016	77 White European 12 South Asian 11 other	100	12.8 (0.8)	—
	C: usual practice of PE and sport			100
Have 2018	I: active math lessons	2012 to 2013	—	52	7.2 (0.3)	16.1 (1.7)
	C: regular classroom instruction			48		15.7 (2.2)
Pablos 2018	I: lunchtime extracurricular PA	—	—	50	10.7 (0.7)	—
	C: continued with daily activities			54
Robbins 2018	I: an after school PA club, counselling, interactive Internet‐based sessions	2011 to 2016	56 Black 44 Non‐Black 16 Hispanic or Latino 84 not Hispanic or Latino	100	12.1 (0.8)	22.9 (6.0)
	C: no additional after school programming		64 Black 36 Non‐Black 13 Hispanic or Latino 87 not Hispanic or Latino	100		23.6 (6.1)
Siegrist 2013	I: weekly lifestyle lessons	—	"Mainly Caucasian"	40	11.1 (0.6)	19.1 (3.5)
	C: usual activities			47
Ten Hoor 2018	I: strength training and motivational interviewing	2015 to 2016	—	52	13.0 (0.5)	19.7 (3.5)
	C: usual curriculum			47
Donnelly 2017	I: Academic Achievement and Physical Activity Across the Curriculum lessons, 160 minutes/week of MVPA	—	85 not Hispanic or Latino 11 Hispanic or Latino 2 unknown 2 refused or missing	49	8.1 (0.6)	17.4 (3.1)
	C: traditional classroom instruction and typical PE schedule			54	8.1 (0.6)
Farmer 2017	I: school‐specific playground action plan	2011 to 2013	19 Māori 12 Pacific 7 Asian 46 New Zealand 16 unknown	47	8.0 (1.2)	17.4 (2.8)
	C: no change to school play spaces		14 Māori 11 Pacific 9 Asian 52 New Zealand 13 unknown	53	7.9 (1.1)	17.4 (2.7)
Sutherland 2017	I: modified Supporting Children's Outcomes using Rewards, Exercise, and Skills programme	2014 to 2015	—	51	10.2	—
	C: delivered school PA practices according to the curriculum				10.1
Torbeyns 2017	I: cycling desks	2014 to 2015	—	50	14.3 (0.6)	19.7 (3.5)
	C: no lifestyle change			46		20.1 (3.7)
Daly 2016	I: specialist‐taught PE intervention	2005 to 2009	92 Caucasian 6 Asian 1 Indigenous Australian or Polynesian descent 1 unknown	48	8.1 (0.4)	Girls: 17.2 (0.2) Boys: 16.9 (0.2)
				49		Girls: 17.2 (0.2) Boys: 17.0 (0.2)
	C: usual PE programme
de Greeff 2016	I: physically active mathematics and language lessons	—	—	55	8.1 (0.7)	17.0 (2.8)
	C: usual curriculum			59		16.9 (2.6)
Drummy 2016	I: teacher‐led activity break	—	—	—	9.5/9‐10	19.4 (3.5)
	C: normal daily routine					18.3 (2.4)
Jarani 2016	I1: group circuit training‐based PE	—	—	50	8.4 (1.6)	17.4 (3.2)
	I2: games‐based PE			49	8.3 (1.6)	17.9 (3.3)
	C: traditional PE school			44	8.3 (1.6)	17.8 (3.4)
Kocken 2016	I: theory and practical lessons on nutrition and PA	2009 to 2011	87 Western 13 non‐Western	52	9.2 (0.6)	—
	C: regular school programme or curriculum on nutrition and PA		85 Western 15 non‐Western	51	9.1 (0.6)	—
Lau 2016	I: Xbox 260 Kinect gaming sessions after school	—	Asian	28	9.2 (0.5)	19.4 (3.6)
	C: regular PA and PE class			35		19.8 (3.6)
Resaland 2016	I: physically active Norwegian, mathematics, and English lessons on the playground; PA breaks and PA homework	2014 to 2015	—	47	10.2 (0.3)	18.0 (3.0)
	C: curriculum‐prescribed PE and PA			49		18.1 (3.0)
Sutherland 2016	I: 7 PA intervention strategies and 6 implementation strategies	2012 to 2014	5 Aboriginal and/or Torres Strait Islander	52	12	19.9 (3.6)
	C: only measurement components of the trial, regular PA and PE		8 Aboriginal and/or Torres Strait Islander	51		20.2 (3.8)
Tarp 2016	I: 60 minutes of PA during school time, PA homework	2013 to 2014	Boys: 98 Danish 2 European Girls: 96 Danish 2 European 1 other	49	12.9 (0.6)	19.8 (2.9)
	C: normal practice		Boys: 94 Danish 2 European 4 other Girls: 91 Danish 2 European 7 other	52		19.3 (3.0)
Cohen 2015	I: teacher learning, PA policies, school‐community linkages	2012 to 2013	14 Aboriginal or Torres Strait Islander 86 Australian 1 Asian 5 European 7 other	54	8.5 (0.6)	—
	C: usual PE and school sport programmes			54
Jago 2015	I: after school dance classes	2013 to 2014	—	100	11‐12	19.5 (3.4)
	C: provided data only			100		19.5 (3.7)
Madsen 2015	I: nutrition education curriculum, Playworks structured recess before or after school activities, PA and games implemented by teachers	2011 to 2013	6 White 9 Black 55 Latino 15 mixed 16 other	49	—	—
	C: —		6 White 13 Black 45 Latino 14 mixed 22 other	56
Muros 2015	I1: extracurricular PA sessions	2012	—	54	10.7 (0.5)	19.7 (3.7)
	I2: PA and nutrition			44
	I3: PA and nutrition and extra virgin olive oil during the final month			42
	C1: nutrition and lifestyle education sessions			54
	C2: usual activities			51
Suchert 2015	I: multi‐level intervention targeting students, classrooms, schools, and parents	2014 to 2015	—	47	13.7 (0.7)	—
	C: no intervention			49
Andrade 2014	I: ACTIVITAL individual‐ and environment‐based intervention	2009 to 2012	—	66	12.9 (0.8)	19.8 (3.4)
	C: standard curriculum			59		19.7 (2.9)
Jago 2014	I: Action 3:30 activity club	2012 to 2013	—	59	10 (0.6)	18.8 (3.4)
	C: schools provided data only					18.4 (3.3)
Kipping 2014	I: PA education intervention	—	—	49	9.5 (0.3)	—
	C: continued standard education provision			52		—
Kobel 2014	I: teacher training, PA education, active breaks	2010 to 2014	31 migration background	53	7.1 (0.6)	15.98 (2.14)
	C: no intervention			49
Martinez‐Vizcaino 2014	I: MOVI‐2 extracurricular PA programme	2010 to 2011	—	55	9.5 (0.7)	19.0 (3.68)
	C: standard PE curriculum			49
Nogueira 2014	I: high‐intensity capoeira sessions	—	Female: 97 Caucasian 3 Asian or Black Male: 96 Caucasian 4 Asian	41	10.6 (0.6)	18.5 (3.1)
	C: usual school activities			50
Santos 2014	I: healthy buddies, healthy living lessons, structured aerobic exercise	2009 to 2010	25 First‐Nations 75 non‐First‐Nations	48	9.3	—
	C: standard curriculum		31 First‐Nations 69 non‐First‐Nations		8.8	—
Toftager 2014	I: physical and organisational environmental changes	2010 to 2012	91 Native Danish parents	51	12.5 (0.6)	18.9 (3.0)
	C: —		92 Native Danish parents	48	12.5 (0.6)	18.8 (3.0)
Fairclough 2013	I: weekly lesson plans, worksheets, homework tasks, lesson resources	2010 to 2011	95 White British	—	10.6 (0.3)	17.9 (3.0)
	C: normal instruction				10.7 (0.3)	18.1 (3.7)
Ford 2013	I: accumulated brisk walking programme	—	—	48	5‐11	17.1 (3.3)
	C: normal school lessons			—		16.4 (2.9)
Grydeland 2013	I: structured lessons, PA breaks, PA promotion	2007 to 2009	—	54	11.2 (0.3)	17.8 (2.5)
	C: —			60		17.9 (2.6)
Melnyk 2013	I: goal‐setting, education, PA homework	2010 to 2012	65 Hispanic or Latino	55	14.7 (0.7)	29.7 (7.1)
	C: Healthy Teens attention control curriculum was intended to promote knowledge of common adolescent health topics and health literacy			49
Sacchetti 2013	I: daily PA in schoolyard and classroom	2006 to 2009	—	48	9‐11	18.0 (2.9)
	C: standard programme of PE			48		17.8 (2.9)
Siegrist 2013	I: JuvenTUM educational and environmental intervention	2006 to 2007	—	48	8.4 (0.7)	17.4 (2.9)
	C: continued with usual school activities					17.3 (3.0)
Aburto 2011	I1: basic intervention of environmental and policy‐level change	2006 to 2007	Hispanic	50	10.2 (0.7)	19.8 (3.8)
	I2: plus intervention adding additional resources and daily morning exercise			55
	C: no change to standard practices			50
Ardoy 2011	I1: 4 sessions/week of PE	2007	—	35	13 (0.7)	22.3 (5.1)
	I2: 4 sessions/week of PE with emphasis on increasing intensity			30
	C: 2 sessions/week of PE			44
de Heer 2011	I: Bienstar intervention of health education and 45 to 60 minutes of after school PA	2008	Predominantly Hispanic	46	9.2 (1.0)	20.3 (4.4)
	C1: Grade 4 health workbooks and incentives			45		20.0 (4.4)
	C2: spillover control group			51		19.5 (4.2)
Jago 2011	I: education, social marketing, food environment, PE curriculum, equipment provision	2006 to 2009	59 Hispanic 20 Black 21 White	53	11.3 (0.6)	—
	C: recruitment and data collection only			52
Jansen 2011	I: 3 PE sessions/week, additional after school sport and play, classroom education, parent health promotion	2006 to 2007	Grades 3 to 5: 14 Dutch 9 Surinam 6 Antillean 27 Moroccan 22 Turkish 4 Capeverdean 18 other or missing Grades 6 to 8: 14 Dutch 11 Surinam 5 Antillean 22 Moroccan 24 Turkish 5 Capeverdea 19 other or missing	Grades 3‐5: 51 Grades 6‐8: 53	9.2 (1.0)	Grades 3‐5: 17.1 (2.8) Grades 6‐8: 19.1 (3.8)
	C: continued with the usual curriculum		Grades 3 to 5: 7 Dutch 11 Surinam 4 Antillean 36 Moroccan 20 Turkish 4 Capeverdean 17 other or missing Grades 6 to 8: 8 Dutch 13 Surinam 3 Antillean 35 Moroccan 24 Turkish 5 Capeverdean 15 other or missing	Grades 3‐5: 51 Grades 6‐8: 49		Grades 3‐5: 17.1 (2.8) Grades 6‐8: 19.8 (4.1)
Magnusson 2011	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	2006 to 2008	—	52	7.4 (0.2)	15.8 (1.1)
	C: followed the general PA curriculum			59		16.3 (1.0)
Okely 2011	I: PA action plan	2009 to 2010	—	100	13.6	—
	C: continuation of usual programmes			100
Thivel 2011	I: 120 minutes of additional supervised PE	2003	—	51	6‐10	Normal weight: 15.6 (1.1)
	C: habitual 2 hours of PE/week					Obese: 20.6 (2.6)
				49		Normal weight: 15.5 (1.1)
						Obese: 20.2 (1.8)
Wilson 2011	I: Active by Choice Today programme: PA homework, in‐school PA, motivational skills training	—	76 African American	56	11.3 (0.6)	22.8 (6.2)
	C: General Health Education Programme		69 African American	52	11.4 (0.6)	22.9 (5.9)
Kriemler 2010	I: 2 additional 45‐minute PE lessons/week, activity breaks, PA homework	2005 to 2006	Migrant families Grade 1: 34 Grade 5: 25	Grade 1: 49 Grade 5: 55	Grade 1: 6.9 (0.3) Grade 5: 11 (0.5)	17.1 (2.5)
	C: usual, mandatory PE lessons		Migrant families Grade 1: 26 Grade 5: 24	Grade 1: 55 Grade 5: 46	Grade 1: 6.9 (0.3) Grade 5: 11.3 (0.6)	17.0 (2.6)
Neumark‐Sztainer 2010	I: New Moves curriculum (nutrition and self‐empowerment, motivational interviewing, lunch meetings, parent outreach)	2007 to 2009	32 African American 27 White 17 Asian 13 Hispanic 8 mixed/other 3 American Indian	100	15.7	25.9 (7.1)
	C: participation in all‐girls PE class		24 African American 22 White 30 Asian 16 Hispanic 7 mixed/other 2 American Indian	100	15.8	25.5 (6.5)
Angelopoulos 2009	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	2005 to 2006	90 Greek 10 Immigrant	57	10.3 (0.4)	20.3 (3.6)
	C: —		88 Greek 12 Immigrants	54	10.3 (0.4)	20.1 (3.4)
Donnelly 2009	I: 90 minutes/week of moderate to vigorous physically active academic lessons	—	77 Caucasian 6 African American 10 Hispanic 2 Native American 1 Asian 4 multi‐ethnic	52	Grade 2: 7.7 (0.3) Grade 3: 8.7 (0.4)	17.9 (3.1)
	C: regular classroom instruction				Grade 2: 7.8 (0.4) Grade 3: 8.7 (0.4)	18.0 (3.7)
Dorgo 2009	I1: PE manual resistance training programme	—	—	45	15.9 (1.2)	24.4 (6.1)
	I2: PE manual resistance training plus cardiovascular endurance training				15.2 (1.2)	24.8 (5.9)
	C: regular PE programme that followed the usual school curriculum				15.8 (1.1)	24.9 (5.4)
Gentile 2009	I: 'Switch' programme: promoted healthy lifestyles targeting family, school, and community	2005 to 2006	90 White	53	9.6	18.4 (3.3)
	C: no intentional exposure to the 'Switch' programme			50	9.6	18.5 (3.5)
Neumark‐Sztainer 2009	I: after school theatre sessions, booster sessions, family outreach	2006 to 2007	54 African American 13 Asian 7 White 3 Hispanic 23 other or mixed	—	10.3 (1.1)	20.9(5.1)
	C: theatre‐based control condition (i.e. children participated in a play focused on environmental health issues using a prepared script)
Peralta 2009	I: curriculum and peer‐facilitated lunchtime PA session, parent newsletters	2007	—	0	12.5 (0.4)	22.8 (4.1)
	C: PA curriculum			0		20.4 (4.1)
Walther 2009	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	—	—	47	11.1	18.0 (2.6)
	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			42	11.1	18.2 (2.8)
Reed 2008	I: Action Schools!BC whole‐school PA approach	2003 to 2004	—	49	10.2 (0.6)	18.8 (3.5)
	C: regular programme of PE and school‐based PA			50	10.2 (0.6)	19.1 (3.7)
Salmon 2008	I1: behavioural modification group	2002 to 2003	—	51	10 (0.4)	—
	I2: fundamental motor skills group			53
	I3: combined behavioural modification and fundamental motor skills group			51
	C: usual classroom lessons			51
Wang 2008	I: 'FitKid' after school intervention sessions	2002 to 2006	61 Black 31 White 2 Asian 2 Hispanic 5 other	52	8.5 (0.6)	19.4 (4.7)
	C: —					19.3 (4.4)
Webber 2008	I: health education lessons to enhance behavioural skills known to influence PA participation (self‐monitoring, setting goals for behaviour change)	2003 to 2006	46 White 24 African American 12 Hispanic 18 other	100	12	20.7
	C: —			100		20.9
Weeks 2008	I: directed jumping activity at the beginning of every PE class	—	—	58	Girls: 13.7 (0.4) Boys: 13.8 (0.4)	Girls: 19.5 (3.5) Boys: 20.3 (3.6)
	C: regular PE warm‐ups and stretching at the beginning of every PE class
				49	Girls: 13.7 (0.5) Boys: 13.8 (0.4)	Girls: 19.5 (2.1)
						Boys: 21.5 (5.1)
Barbeau 2007	I: after school PA programme	—	100 Black	100	9.5/8‐12	20.9 (5.0)
	C: —		100 Black	100	9.5/8‐12	20.9 (5.6)
Williamson 2007	I: Healthy Eating and Exercise programme to increase PA during the school day and at home	—	95 White 2 Black 3 other	50	9.2 (4.1)	—
	C: Alcohol/Drug/Tobacco abuse prevention programme
Haerens 2006	I1: a computer‐tailored intervention to increase MVPA to 60 minutes/d, increase fruit consumption, increase water consumption, and reduce fat	2003 to 2005	—	37	13.1 (0.8)	Girls: 20.2 Boys: 19.2
	I2: group 1 plus parental involvement					Girls: 20.2 Boys: 19.3
	C: no PA and nutrition intervention					Girls: 19.1 Boys: 18.5
Young 2006	I: PE curriculum taught 5 days/week and family	—	83 African American	100	13.8 (0.5)	25.0 (6.9)
	C: standard PE class			100		25.2 (6.7)
Bayne‐Smith 2004	I: Physical Activity and Teenage Health programme, education sessions plus 20 to 25 minutes of PA	1994 to 1996	13 White 46 African American 29 Hispanic 12 Asian American	100	16.2 (1.3)	22.8 (4.1)
	C: same frequency or duration of PE classes, but without lecture or discussion		5 White 45 African American 28 Hispanic 12 Asian American	100	15.9 (1.2)	23.6 (5.0)
Simon 2004	I: an educational component focusing on PA and sedentary behaviours and new opportunities for PA during and after school hours	2002 to 2006	23 recomposed family	54	11.6 (0.6)	18.7 (3.7)
	C: —		26 recomposed family	48	11.7 (0.7)	18.9 (3.9)
Trevino 2004	I: health programming regarding 3 health behaviour messages associated with diabetes mellitus control and goal‐setting	2001 to 2002	6 Asian 7 African American 83 Mexican American 5 other	50	9.8 (0.5)	20.6 (5.1)
	C: —		6 Asian 13 African American 77 Mexican American 4 other	49	9.8 (0.5)	20.3 (4.8)
Stone 2003	I: food service, skills‐based classroom curricula, family, and PE	1993 to 2000	"American Indian"	48	7.6 (0.6)	—
	C: —
Burke 1998	I1: standard PA and nutrition programme including classroom lessons, fitness sessions daily, and nutrition programme	1993 to 1994	—	49	11	Low‐risk girls: 17.5 High‐risk girls: 19.2
	I2: I1 plus a PA enrichment programme for higher‐risk children
	C: no programme					Low‐risk boys: 16.8 High‐risk boys: 21.1
Ewart 1998	I: 50‐minute 'Project Heart' aerobic exercise classes	1991 to 1994	30 White 70 African American	100	—	24.8 (5.8)
	C: 50‐minute standard PE classes			100		24.1 (5.0)
Luepker 1996	I1: school food service modifications, PE interventions, and Child and Adolescent Trial for Cardiovascular Health curricula	1991 to 1994	69 White 13 African American 14 Hispanic 4 other	48	8.8	17.6 (0.1)
	I2: I1 plus a family‐based programme
	C: usual health curricula, PE, and food service programmes		—			17.6 (0.1)
Bush 1989	I1: 'Know Your Body' curriculum focusing on nutrition, fitness, prevention of smoking, a personalised health screening, and results on a 'health passport' for parents	1983 to 1988	"Predominantly black"	54	10.5	14.3
	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					14
Walter 1988	I: special curriculum targeting voluntary changes in risk behaviour in the areas of diet, PA, and smoking	1980 to 1985	Bronx: 32 White 43 Black 25 other Westchester: 90 White 3 Black 7 other	Bronx: 49 Westchester: 46	Bronx: 9.0 Westchester: 8.9	Bronx: 11.8 (0.3) Westchester: 11.3 (0.3)
	C: —		Bronx: 29 White 49 Black 22 other Westchester: 79 White 15 Black 6 other	Bronx: 46 Westchester: 53	Bronx: 9 Westchester: 8.9	Bronx: 11.8 (0.3) Westchester: 11.9 (0.3)