Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, United Kingdom.
NIHR Bristol Biomedical Research Centre, University Hospitals Bristol and Weston NHS Foundation Trust and University of Bristol, Bristol, United Kingdom.
Front Public Health. 2024 Feb 8;12:1321167. doi: 10.3389/fpubh.2024.1321167. eCollection 2024.
Schools provide a unique environment to facilitate physical activity for children. However, many school-based physical activity interventions have not been effective. We propose a new approach, which allows schools to tailor interventions to their specific context. This scoping review aimed to identify intervention components from previous school-based physical activity interventions to form the basis of a tailored approach in a European setting.
Joanna Briggs Institute guidelines for conducting scoping reviews were followed. European school-based intervention studies aimed at increasing physical activity in children aged 7-11 years published in English since 2015 were included. Databases searched were Ovid Medline, Embase, PsycINFO, Web of Science Social Sciences Citation Index, ERIC and British Education Index. Data was extracted on intervention components, context-related factors (geographical location, school size, child socioeconomic status and ethnicity), feasibility, acceptability and cost-effectiveness. A data-driven framework was developed to summarize the identified intervention components.
79 articles were included, constituting 45 intervention studies. We identified 177 intervention components, which were synthesized into a framework of 60 intervention component types across 11 activity opportunities: six within the school day, three within the extended school day and two within the wider school environment. Interventions most frequently targeted physical education (21%), active and outdoor learning (16%), active breaks (15%), and school-level environmewnt (12%). Of the intervention components, 41% were delivered by school staff, 31% by the research team, and 24% by external organizations. Only 19% of intervention studies reported geographical location and only 10% reported school size. Participant ethnicity and socioeconomic information was reported by 15% and 25%, respectively. Intervention acceptability was reported in 51% of studies, feasibility in 49%, and cost effectiveness in 2%.
This review offers a first step in developing a future framework to help schools to develop context-specific, tailored interventions. However, there was a lack of reporting of contextual factors within the included studies, making it difficult to understand the role of context. Future research should seek to measure and report contextual factors, and to better understand the important aspects of context within school-based physical activity.
学校为儿童提供了促进身体活动的独特环境。然而，许多基于学校的身体活动干预措施并未奏效。我们提出了一种新方法，使学校能够根据自身的具体情况定制干预措施。本范围界定综述旨在从以前基于学校的身体活动干预措施中确定干预措施的组成部分，为欧洲环境下的定制方法奠定基础。
我们遵循了乔安娜·布里格斯研究所（Joanna Briggs Institute）进行范围界定综述的指南。纳入了自 2015 年以来以英语发表的、针对 7-11 岁儿童的、旨在增加身体活动的欧洲学校为基础的干预研究。检索的数据库包括 Ovid Medline、Embase、PsycINFO、Web of Science 社会科学引文索引、ERIC 和英国教育索引。提取干预措施组成部分、与背景相关的因素（地理位置、学校规模、儿童社会经济地位和种族）、可行性、可接受性和成本效益。制定了一个数据驱动的框架来总结确定的干预措施组成部分。
纳入了 79 篇文章，构成了 45 项干预研究。我们确定了 177 个干预措施组成部分，将其综合为 11 个活动机会的 60 种干预组成类型：6 种在学校日，3 种在延长的学校日，2 种在更广泛的学校环境中。干预措施最常针对体育教育（21%）、积极和户外学习（16%）、积极课间休息（15%）和学校层面的环境（12%）。在干预措施组成部分中，41%由学校工作人员提供，31%由研究团队提供，24%由外部组织提供。只有 19%的干预研究报告了地理位置，只有 10%报告了学校规模。参与者种族和社会经济信息分别由 15%和 25%的研究报告。51%的研究报告了干预措施的可接受性，49%的研究报告了可行性，2%的研究报告了成本效益。
本综述是朝着制定未来框架以帮助学校制定特定于背景的定制干预措施迈出的第一步。然而，纳入的研究中缺乏对背景因素的报告，使得难以理解背景的作用。未来的研究应设法衡量和报告背景因素，并更好地了解学校内身体活动的背景的重要方面。
