Evaluation of a Pilot School-Based Physical Activity Clustered Randomised Controlled Trial—Active Schools: Skelmersdale

Sarah L. Taylor, Robert J. Noonan, Zoe R. Knowles, Michael B. Owen, Bronagh McGrane, Whitney B. Curry and Stuart J. Fairclough
Additional contact information
Sarah L. Taylor: Physical Activity and Health Research Group, Department of Sport and Physical Activity, Edge Hill University, St. Helens Road, Ormskirk, Lancs L39 4QP, UK
Robert J. Noonan: Physical Activity and Health Research Group, Department of Sport and Physical Activity, Edge Hill University, St. Helens Road, Ormskirk, Lancs L39 4QP, UK
Zoe R. Knowles: Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool L3 2AT, UK
Michael B. Owen: Physical Activity and Health Research Group, Department of Sport and Physical Activity, Edge Hill University, St. Helens Road, Ormskirk, Lancs L39 4QP, UK
Bronagh McGrane: School of Arts Education & Movement, Dublin City University Institute of Education, St. Patrick’s Campus, Dublin, Ireland
Whitney B. Curry: Wellbeing and Public Health, Cornwall Council, Truro TR1 3AY, UK
Stuart J. Fairclough: Physical Activity and Health Research Group, Department of Sport and Physical Activity, Edge Hill University, St. Helens Road, Ormskirk, Lancs L39 4QP, UK

IJERPH, 2018, vol. 15, issue 5, 1-18

Abstract: 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.

Keywords: physical activity; intervention; schools; children; accelerometry (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2018
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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