Abstract
PURPOSE: To explore the influence of school-based intervention methods on MVPA of primary and middle school students, and to provide reference for the promotion of PA of children and adolescents. METHODS: By searching cluster randomized controlled trial studies related to school intervention and PA in six databases (PubMed, Web of Science, EBSCO, CNKI, VIP, WANFANG), the literature was screened following established inclusion and exclusion criteria, and the Cochrane bias risk assessment tool was used to evaluate the quality of the literature. Data such as MVPA and sample size were extracted for Meta-analysis using CMA V2 software. RESULTS: A total of 18 literatures were included. Results showed that the effects of school intervention on the whole day and school day MVPA were 0.452 (95%CI: 0.166 ~ 0.739) and 0.761 (95%CI: 0.258 ~ 1.264), respectively, P < 0.05. For weekend, were -0.097 (95%CI: -0.337 ~ 0.143), P > 0.05. The results of subgroup analysis showed that for the whole day MVPA, the combined intervention effect was 0.449 (95%CI: 0.070 ~ 0.756), P < 0.05, the single intervention effect was 0.460 (95%CI: -0.044 ~ 0.964), P > 0.05. For school day MVPA, the single intervention effect was 0.566 (95%CI:0.124 ~ 1.007), P < 0.05, and the number of comprehensive intervention literature was too small to analysis. Results of subgroup analysis for countries showed that for the whole day MVPA, differences between China (0.717), the UK (-0.136) and Finland (-0.086) were statistically significant, P < 0.05. CONCLUSION: School-based intervention has a positive effect on the whole day and school day MVPA of primary and secondary school students, but not on weekend. Among them, single intervention can only promote school day MVPA, combined intervention can promote the whole day MVPA but the impact on school day is unclear. Besides, the effects vary from country to country, and the available evidence suggests that the intervention is appropriate in China.
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