Physical Activity and Health Research Group, Department of Sport and Physical Activity, Edge Hill University, St. Helens Road, Ormskirk, Lancs L39 4QP, UK.
Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool L3 2AT, UK.
Int J Environ Res Public Health. 2018 May 17;15(5):1011. doi: 10.3390/ijerph15051011.
Schools are key environments in which physical activity (PA) can be promoted. Various strategies and opportunities should be used to engage children in PA within schools. The aim of this study was to evaluate the effectiveness of the multi-component Active Schools: Skelmersdale (AS:Sk) pilot intervention on children's PA and sedentary time (ST). The AS:Sk intervention was implemented for eight weeks in four schools with three control schools continuing normal practice. It consisted of eight components: active breaks, bounce at the bell, 'Born To Move' videos, Daily Mile or 100 Mile Club, playground activity challenge cards, physical education teacher training, newsletters, and activity homework. Child-level measures were collected at baseline and follow-up, including objectively measured PA. After accounting for confounding variables, the intervention had a significant effect on school day ST which was significantly less for the intervention children by 9 min per day compared to the control group. The AS:Sk pilot intervention was effective in reducing school day ST but significant changes in PA were negligible. To increase the efficacy of the current and future school-based interventions, authors should focus on implementation and process evaluations to better understand how schools are implementing intervention components.
学校是促进身体活动（PA）的关键环境。应该利用各种策略和机会，让儿童在学校参与身体活动。本研究旨在评估多组分主动学校：斯凯默斯代尔（AS：Sk）试点干预对儿童 PA 和久坐时间（ST）的有效性。AS：Sk 干预在四所学校进行了八周，而三所对照学校则继续正常教学。它包括八个组成部分：活跃课间休息、铃声跳跃、“天生运动”视频、每日英里或 100 英里俱乐部、操场活动挑战卡、体育教师培训、时事通讯和活动作业。在基线和随访时收集了儿童层面的测量数据，包括客观测量的 PA。在考虑混杂变量后，干预对上学日 ST 有显著影响，与对照组相比，干预组的儿童每天减少 9 分钟。AS：Sk 试点干预在减少上学日 ST 方面是有效的，但 PA 的显著变化可以忽略不计。为了提高当前和未来基于学校的干预措施的效果，作者应关注实施和过程评估，以更好地了解学校如何实施干预措施。
