Effects of an Intervention to Promote Physical Activity and Reduce Sedentary Time in Disadvantaged Children: Randomized Trial

Autor/inn/en	Bernal, Caroline; Lhuisset, Lena; Bru, Noëlle; Fabre, Nicolas; Bois, Julien
Titel	Effects of an Intervention to Promote Physical Activity and Reduce Sedentary Time in Disadvantaged Children: Randomized Trial
Quelle	In: Journal of School Health, 91 (2021) 6, S.454-462 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bernal, Caroline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.13022
Schlagwörter	Intervention; Program Effectiveness; Physical Activity Level; Physical Activities; Disadvantaged Youth; Elementary School Students + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher
Abstract	Background: In our society, children are particularly vulnerable to physical inactivity and excessive sedentary time (ST). The aim of this study was to evaluate the effectiveness of a school-based intervention designed to promote physical activity (PA) and reduce ST in 6- to 10-years-old children from a disadvantaged neighborhood. Methods: The first intervention of this randomized trial was carried out in School 1 in 2017/2018 and 2018/2019, School 2 benefited from the same intervention in 2018/2019. Baseline assessments were realized using accelerometers prior to the intervention (T1-T2), after the first intervention (T3) and after the second intervention (T4). School-based actions targeted children, parents, teachers, physical, and organizational environment of school and politics. The chi-square test of independence was used to analyze the evolution of the moderate and vigorous physical activity (MVPA) and ST. Results: For School 1, an increase in the percentage of very active children (over 40 minutes MVPA/day) and of having a very low ST (less 240 minutes/day) (p = 0.00) was found. No further evolution was revealed during the intervention (T2-T3) and 1 year after (T3-T4). For School 2, similar effects on PA and ST were found at T3 (p < 0.05). Conclusions: Positive effects occurred before the intervention in each school and then remained stable. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01