Physical Activity Promotion In Schools Research Articles

Physical Activity Promotion in Schools Using Theoretically Designed Mobile Phone Application.

Regular physical activity for adolescents has many health benefits, many of which also affect adulthood. Physical activity is a behavior that requires planning and choosing an appropriate educational method, model, or theory. However, mobile phone applications are known as a suitable method to increase physical activity according to the guidelines. This study aims to increase physical activity in female students based on the theory of planned behavior using mobile phone applications. This quasi-experimental study was implemented on 220 high school students (110 people in each group). The samples were selected by a multi-stage cluster method and their information was collected by the International Physical Activity Questionnaire (IPAQ) and the Theory of Planned Behavior (TPB) questionnaire whose validity and reliability were confirmed. The intervention group received 8 sessions of education through a mobile phone application that was designed by the constructs of the theory of planned behavior. The samples were evaluated in three stages, through a pre-test, post-test, and two-month follow-up. The results showed a significant difference in the post-test and two months after the intervention between intervention and control groups in terms of attitude, perceived behavioral control, intention, and physical activity. There was a significant difference between intervention and control groups in subjective norms in the post-test, but there was no significant difference in the two-month follow-up compared to the post-test (P = 0.08). An educational intervention based on the theory of planned behavior using mobile phone applications led to an increase in the physical activity of girl high school students. However, to determine the full effectiveness of this study, it is recommended to implement this intervention in all schools.

O.1.3-4 The MOVING policy index: assessing physical activity policy in 30 European countries

Abstract Purpose Physical activity policies play a key role in creating healthier environments where population health and prevention of non-communicable diseases is prioritised. However, fewer than one in five adolescents in Europe meet the daily physical activity recommendations of 60 minutes a day. Greater policy action is needed by national governments to create enabling environments which promote physical activity. The MOVING policy index assesses national government action in physical activity policy across 30 European countries. Methods Physical activity policy actions in 30 European countries were identified through a comprehensive scan with a set methodology, including verification by in-country government experts. These policy actions were benchmarked using evidence-informed aspirational attributes that assess the strength of policy design. Results Of the 30 European countries analysed, more than half did not take a comprehensive approach to physical activity policy, implementing policy actions across three key domains: active societies, people and environments. Policy action was concentrated in public communication, followed by physical activity promotion in schools and the community. Policies that offer physical activity opportunities in the workplace and training in physical activity promotion and that give physical activity training, assessment and counselling in healthcare settings received less attention from governments. The least action was taken on policy targeting active environments, such as active design guidelines and transport infrastructure, including promoting public and active transport. Eleven of the 30 European countries did not implement any policy actions in either policy area. Countries that did implement policy actions in these areas, received mostly poor assessments for their policy design. For example, 15 out of 22 countries that implemented policy actions on building structures received a poor assessment. Conclusions Greater action on better designed policy actions in physical activity is urgently needed across the 30 European countries analysed. Key gaps are seen in policies targeting the built environment and infrastructure for active transport. The MOVING policy index results can be used by policymakers, researchers and civil society, both at European or country level to inform advocacy for and design of physical activity policies.

S1-1 Whole systems approaches to the promotion of school-based physical activity

Abstract Physical inactivity increases the risk of physical and mental ill-health and lower academic performance during childhood and is therefore a key public health priority. Whole-school approaches (WSA) are recommended as part of a system-wide approach to tackling physical inactivity. WSAs focus on aligning school policies, environments, school stakeholders and opportunities for physical activity within and beyond the school day. Yet, review-level evidence deems current WSAs ineffective due to: a lack of understanding of what constitutes a whole-school physical activity approach, programmes not considering schools as complex adaptive systems, limited multi-stakeholder input in programme design and poor use of implementation theory within programme design and delivery. Therefore, initiatives fail to overcome the systemic barriers affecting the adoption and development of new school practices. As a result, schools fail to adapt unique, context-specific policies to address environmental and stakeholder needs and are insufficient to improve children’s physical activity. This symposium will present applied research relevant to the practice of whole systems approaches to whole school physical activity promotion in different European country contexts. In doing so, relevant work which addresses the interrelationships within and across levels of influence of the system will be presented, with the implications for practice, research and policy in the context of future challenges in this area, discussed.

S1-2 Findings from the children and adolescent working group project on whole systems approaches to whole school physical activity promotion across Europe

Abstract This talk will focus on a working group project investigating the research, policy and practice needs related to co-developing a whole-school system approach to physical activity (PA). The World Health Organization (2018) calls for all countries to implement a whole-system approach and positions school as an opportune site for increasing PA opportunities for children. Yet, current research reveals that most whole-school approaches fail to create impactful and sustainable changes. Consistent limitations include a focus on short-term initiatives that fail to address the many ingredients required to promote systems change through addressing organisational structure and culture within and beyond school settings. While contemporary guidance provides an in-depth understanding of “what” factors to address within the school, the system still lacks an understanding of “how” to address each factor required to create impactful and sustainable change. It is essential that the implementation of the different ingredients that form the school system are co-developed with multi-stakeholders from within and beyond the school environment. Project description To establish the research, policy and practice needs related to co-developing a whole-school systems approach to PA, this project includes three stages. First, we drew on an extensive European network to identify and categorise stakeholders involved in influencing and/or operationalising whole-school PA across the region. Second, we will conduct a needs analysis to systematically identify training needs. We will conduct six focus groups across Europe to gain diverse stakeholders perspectives on the required training needs aligned to capabilities, opportunities, and motivation (COM-B). Finally, we will be using the aforementioned insights to create a policy briefing on whole-school systems-based PA training needs. We will conduct two virtual stakeholder events to consult on the findings and gather further insights, offering contextual different within and between countries. Conclusion The policy briefing will provide recommendations for working across national contexts relating to school-based PA, providing guidance for policymakers and practitioners. We anticipate these insights will promote the development of bottom-up and top-down approaches to create ‘systems’ change within the school context. Funding This project is supported by the WHO European Office for Prevention and Control of Noncommunicable Diseases.

Using FitnessGram to Measure the Impact of ‘Lost’ Physical Education During the COVID Years

Physical education can play a critical role in helping children establish a foundation for an active lifestyle. There is reason to believe the impact of COVID-19 eliminating compulsory physical education in the K-12 setting only exasperated the problem of increasingly physically unhealthy children in the United States. Much of what kinesiology and public-health scholars know about the fitness level of American youths are based on dated or retrospective data; FitnessGram has emerged as a viable option for revealing the present-day physical health of youth populations. There is clear potential for FitnessGram data to contribute to advancing knowledge about current levels of health-related fitness in youth. In this study, researchers using FitnessGram data from an independent K-12 school district in Texas, USA (ISD) investigated K-12 students’ fitness levels and patterns after the COVID-19 pandemic. Results indicate students suffered diminished cardiovascular fitness levels during COVID years (2020-2021), but not diminished strength and endurance or range of motion. Findings from FitnessGram data advocate for quality and compulsory physical education and movement/physical activity in school settings, as well as the adoption of Comprehensive School Physical Activity Promotion (CSPAP).

Physical Education: At the Centre of Physical Activity Promotion in Schools.

Whilst recognising and advocating for the role and importance of schools and whole school approaches to the promotion of physical activity in schools, this paper argues that physical education (PE) should be at the centre of and driving schools' efforts to promote physical activity. Various reasons are given for this, with these broadly centring on the unique goal, nature, and responsibilities of the subject with respect to promoting physically active lifestyles and health-related learning. Furthermore, there have been positive strides in recent years to support this endeavour and that serve to highlight, strengthen, and reinforce the focus and responsibility of PE in the promotion of physical activity. In light of these, it is suggested that it is a pivotal time for PE. Equally, it is accepted that PE faces some longstanding challenges that are hindering and raise questions concerning the subject's physical activity promotion efforts. Despite this, it is contended that these should not be unsurmountable, and more recent developments should also help the subject to realise its physical activity promoting potential moving forwards. In particular, the critical importance of high-quality PE that has young people at the core is highlighted. It is concluded that it is both time and timely for the PE profession to be bold, have confidence, and grasp these opportunities and ensure that high-quality PE is central to the explicit planning and co-ordination of meaningful, coherent, relevant, and sustainable physical activity opportunities for young people in schools.

Feasibility and acceptability of at-home play kits for middle school physical activity promotion during the COVID-19 pandemic

BackgroundSchools are central to providing opportunities for youth physical activity (PA), however such opportunities were limited during the COVID-19 pandemic. Identifying feasible, acceptable, and effective approaches for school-based PA promotion amid pandemic-related barriers can inform resource allocation efforts in future circumstances necessitating remote instruction. The aims of this study were to: (1) describe the pragmatic, stakeholder-engaged and theory-informed approach employed to adapt one school’s PA promotion efforts to pandemic restrictions, leading to the creation of at-home “play kits” for students, and (2) assess the feasibility, acceptability, and preliminary effectiveness of this intervention.MethodsIntervention activities occurred in one middle school (enrollment: 847) located in a Federal Opportunity Zone in the Seattle, WA area, with control data from a nearby middle school (enrollment: 640). Students at the intervention school were eligible to receive a play kit during the quarter they were enrolled in physical education (PE) class. Student surveys were completed across the school year (n = 1076), with a primary outcome of days/week that the student engaged in ≥ 60 min of PA. Qualitative interviews (n = 25) were conducted with students, staff, parents, and community partners, and focused on play kit acceptability and feasibility.ResultsDuring remote learning play kits were received by 58% of eligible students. Among students at the intervention school only, students actively enrolled in PE (versus not enrolled) reported significantly more days with ≥ 60 min of PA in the previous week, however the comparison between schools was not statistically significant. In qualitative interviews, most students reported the play kit motivated them to participate in PA, gave them activity ideas, and made virtual PE more enjoyable. Student-reported barriers to using play kits included space (indoors and outdoors), requirements to be quiet at home, necessary but unavailable adult supervision, lack of companions to play outdoors, and inclement weather.ConclusionsA pre-existing community organization-school partnership lent itself to a rapid response to meet student needs at a time when school staff and resources were highly constrained. The intervention developed through this collaborative response—play kits—has potential to support middle school PA during future pandemics or other conditions that necessitate remote schooling, however modifications to the intervention concept and implementation strategy may be needed to improve reach and effectiveness.

P02-01 Promoting Physical Activity in Secondary School for Health, a collaborative European project

IssueThe 2PASS-4Health project (Promoting Physical Activity in Secondary School for Health) was founded by the Erasmus+ Sport programme of the European Union to improve the participation in sport and physical activity (PA). This project aims at examining examples of PA promotion interventions in secondary school, identifying good practices as well as the main barriers and difficulties linked to the design, implementation and evaluation of such interventions in order to improve their quality and sustainability. This project targets both the scientific community and various stakeholders involved in school-based PA promotion for adolescents to provide them with clear knowledge and usable tools. The overall design of this project will be presented as well as the first results and deliverables created to implement the interventions.DescriptionIn order to fill the existing gap between theory and practice by identifying evidence-based practices that work we are translating recent scientific knowledge into accessible information and tools that meet the needs of the stakeholders in the field. Furthermore, using a co-design approach involving several internationally recognised experts, stakeholders, and end-users, we developed some adapted and ready-to-use contents and we designed an optimised multicomponent school-based intervention that has been implemented in France and Spain. We evaluated these interventions not only in terms of outcomes related to PA and sedentary time, but also in relation to other important domains like implementation or maintenance based on the RE-AIM framework.ResultsWe are producing: (1) a white paper geared towards professionals and policy makers, and a consensus statement intended for the scientific community; (2) two handbooks on the implementation of the intervention and its evaluation, accompanied by two scientific publications; (3) an educational toolkit to support PA promotion in schools; and (4) articles on the evaluation of the interventions held in France and Spain.LessonsSystem approach seems needed to implement a sustainable multilevel whole-of-school intervention co-constructed with the different stakeholders and end-users involved.

The school policy, social, and physical environment and change in adolescent physical activity: An exploratory analysis using the LASSO.

PurposeWe examined the association between the school policy, social and physical environment and change in adolescent physical activity (PA) and explored how sex and socioeconomic status modified potential associations.MethodsData from the GoActive study were used for these analyses. Participants were adolescents (n = 1765, mean age±SD 13.2±0.4y) from the East of England, UK. Change in longitudinal accelerometer assessed moderate-to-vigorous physical activity (MVPA) was the outcome. School policy, social and physical environment features (n = 267) were exposures. The least absolute shrinkage and selection operator variable selection method (LASSO) was used to determine exposures most relevant to the outcome. Exposures selected by the LASSO were added to a multiple linear regression model with estimates of change in min/day of MVPA per 1-unit change in each exposure reported. Post-hoc analyses, exploring associations between change in variables selected by the LASSO and change in MVPA, were undertaken to further explain findings.FindingsNo school policy or physical environment features were selected by the LASSO as predictors of change in MVPA. The LASSO selected two school social environment variables (participants asking a friend to do physical activity; friend asking a participant to do physical activity) as potential predictors of change in MVPA but no significant associations were found in subsequent linear regression models for all participants (β [95%CI] -1.01 [-2.73;0.71] and 0.65 [-2.17;0.87] min/day respectively). In the post-hoc analyses, for every unit increase in change in participants asking a friend to do PA and change in a friend asking participants to do PA, an increase in MVPA of 2.78 (1.55;4.02) and 1.80 (0.48;3.11) min/day was predicted respectively.ConclusionsThe school social environment is associated with PA during adolescence. Further exploration of how friendships during adolescence may be leveraged to support effective PA promotion in schools is warranted.

Education outside the classroom as upstream school health promotion: 'adding-in' physical activity into children's everyday life and settings.

It is central for public health to answer questions related to how to change health and wellbeing in populations through interdisciplinarity and health in all policies and sectors. For a school physical activity promotion initiative to be acceptable and thus feasible, the buy-in of teachers is fundamental. Therefore, school physical activity promotion should be integrated into and support teaching activities. We discuss the use of education outside the classroom as a feasible pedagogical approach that integrates and promotes physical activity for school children. We present and discuss theoretical arguments and empirical evidence to argue and illustrate that education outside the classroom is a promising approach for promoting physical activity. Education outside the classroom is characterised by regular curriculum-based experiential teaching activities outside the classroom with the inclusion of physical activity as a means to pedagogical ends. School subjects are taught outside the classroom drawing on problem-based learning and experiential education. Here, physical activity is integrated without compromising curriculum goals which increases teacher buy-in and thereby intervention acceptability and feasibility. Empirical evidence suggests that education outside the classroom increases boys' moderate to vigorous physical activity and girls' light intensity physical activity. We contend that the mechanisms are a mix of place, pedagogy and pupil motivations. Education outside the classroom is a feasible and acceptable approach to public health and physical activity promotion because it is integrated into children's everyday settings through curriculum time and applied broadly to child populations at a low cost. The practice of education outside the classroom is context-dependent and culturally bound, and practices therefore need to be adapted to the individual sociocultural context.

Adiposity, fitness, health-related quality of life and the reallocation of time between children's school day activity behaviours: A compositional data analysis

Sedentary time (ST), light (LPA), and moderate-to-vigorous physical activity (MVPA) constitute the range of school day activity behaviours. This study investigated whether the composition of school activity behaviours was associated with health indicators, and the predicted changes in health when time was reallocated between activity behaviours. Accelerometers were worn for 7-days between October and December 2010 by 318 UK children aged 10–11, to provide estimates of school day ST, LPA, and MVPA. BMI z-scores and percent waist-to-height ratio were calculated as indicators of adiposity. Cardiorespiratory fitness (CRF) was assessed using the 20-m shuttle run test. The PedsQL™ questionnaire was completed to assess psychosocial and physical health-related quality of life (HRQL). Log-ratio multiple linear regression models predicted health indicators for the mean school day activity composition, and for new compositions where fixed durations of time were reallocated from one activity behaviour to another, while the remaining behaviours were unchanged. The school day activity composition significantly predicted adiposity and CRF (p = 0.04–0.002), but not HRQL. Replacing MVPA with ST or LPA around the mean activity composition predicted higher adiposity and lower CRF. When ST or LPA were substituted with MVPA, the relationships with adiposity and CRF were asymmetrical with favourable, but smaller predicted changes in adiposity and CRF than when MVPA was replaced. Predicted changes in HRQL were negligible. The school day activity composition significantly predicted adiposity and CRF but not HRQL. Reallocating time from ST and LPA to MVPA is advocated through comprehensive school physical activity promotion approaches. Trial registrationISRCTN03863885.

Supporting Public Health Priorities: Recommendations for Physical Education and Physical Activity Promotion in Schools

Physical activity (PA) provides numerous physiological and psychosocial benefits. However, lifestyle changes, including reduced PA opportunities in multiple settings, have resulted in an escalation of overweight and obesity and related health problems. Poor physical and mental health, including metabolic and cardiovascular problems is seen in progressively younger ages, and the systematic decline in school PA has contributed to this trend. Of note, the crowded school curriculum with an intense focus on academic achievement, lack of school leadership support, funding and resources, plus poor quality teaching are barriers to PA promotion in schools. The school setting and physical educators in particular, must embrace their role in public health by adopting a comprehensive school PA program. We provide an overview of key issues and challenges in the area plus best bets and recommendations for physical education and PA promotion in the school system moving forward.

Predictors of change differ for moderate and vigorous intensity physical activity and for weekdays and weekends: a longitudinal analysis

BackgroundPredictors of physical activity (PA) change are rarely investigated separately for different PA intensities and for weekdays/weekends. We investigated whether individual-level predictors of one-year change in objectively-measured physical activity differ for moderate PA (MPA) and vigorous PA (VPA) and for weekends and weekdays.MethodsAccelerometer-assessed PA (mins) was obtained at baseline and +1 year (n = 875, 41.5% male, Mean ± SD baseline age: 9.8 ± 0.4 years-old). Potential predictors (n = 38) were assessed at baseline from psychological (e.g. self-efficacy), socio-cultural (e.g. parent support) and environmental domains (e.g. land use). Associations between predictors and change in MPA (2000–3999 counts/minute (cpm)) and VPA (≥4000 cpm) separately for weekdays and weekends were studied using multi-level linear regression. Analyses were adjusted for school clustering, sex and baseline PA.ResultsWeekend PA declined (MPA decline 4.6 ± 21.8 mins/day; VPA decline: 2.1 ± 20.1 mins/day; both p < 0.001) whereas weekday PA did not significantly change. Higher baseline PA and being a girl were associated with greater PA declines in all four outcomes; remaining predictors differed for MPA and VPA and/or weekdays and weekends. Family logistic support was associated with less of a decline in weekend MPA (CI 95%) 0.15 (0.05, 0.25) and VPA 0.19 (0.09, 0.29), and peer support with less of a decline in weekday MPA 0.18 (0.02, 0.34) and VPA 0.22 (0.06, 0.38).ConclusionsResults highlight the relevance of investigating predictors of PA change separately for different PA intensities and for weekdays/weekends. In addition to continued focus on school PA promotion, more effort to target interventions during weekends, such as in the family and community appears important. Encouraging peer support to increase weekday PA and targeting parent support for weekend PA may be health promotion priorities.

Physical activity promotion in schools: which strategies do schools (not) implement and which socioecological factors are associated with implementation?

We studied the implementation and associated factors of strategies (e.g. sports after school and during lunch break, active schoolyards, active school commuting) and organizational principles (e.g. safe bike racks, pupil involvement) that facilitate the physical activity (PA)-promoting role of schools. Key representatives of 111 elementary and 125 secondary schools filled out an online survey. Less than half of the elementary schools organized sports during lunch-break or after school. In secondary schools the least implemented strategies were the promotion of active school commuting and after-school sports. In general pupil, parental and community involvement scored low. Better knowledge of community schools and having attended in-service training were associated with higher implementation scores in elementary and secondary schools. Better implementation of the strategies was found in larger schools. Participation in activities from the School Sports Association and more perceived interest from parents and the school board were also associated with higher implementation scores. In conclusion, knowledge of community schools and in-service training next to sufficient human resources are potential key factors to promote PA. Efforts are needed to convince and help schools to increase parental and pupil involvement and to build a policy on school-community partnerships.

The Role of Biographical Characteristics in Preservice Classroom Teachers’ School Physical Activity Promotion Attitudes

Recommendations for increasing children’s daily physical activity (PA) call on classroom teachers to assume an activist role at school. This study examined relationships among preservice classroom teachers’ (PCT; n = 247) biographical characteristics, perceptions and attitudes regarding school PA promotion (SPAP). Results indicated participants who completed SPAP-related college coursework and had PA-related teaching/coaching experiences reported higher SPAP competence. Significant relationships were found among BMI, personal PA competence and SPAP competence in the contexts of PE and extracurricular settings. Personal PA competence and SPAP competence at recess and in the classroom predicted 19% of the variance in SPAP attitudes. Experiences in PA settings and preservice training may have important implications for the overall success of efforts to enhance school PA promotion.

Sustaining comprehensive physical activity practice in elementary school: a case study applying mixed methods

This study examines an elementary school which during enrolment in the European Network of Health Promoting Schools, 1993–2003, and the Norwegian Physical Activity and Healthy Meals Project, 2004–2006, selected physical activity (PA) as a prioritized area. Survey data, school documents, and focus group data were collected and analyzed through a sequential exploratory strategy. After a decade, the students in the upper grades participated in more PA weekly than allocated by national plans, and PA promotion was formalized in curriculum outlines. The findings suggest that motivated teachers were the core of PA promotion. Teacher motivation was linked to an interplay between individual teacher characteristics: positive attitudes, innovativeness, internalization of practice, and teacher skills; and organizational characteristics: leadership, teacher climate, and working strategies. The study highlights the advantages of utilizing a mixed‐methods approach to data collection and data analyses. The findings could only be reached by an integrative analysis of data from multiple sources, yielding a more comprehensive and in‐depth understanding of the conditions facilitating sustainability of PA promotion in schools as well as other types of policy initiatives.

Cochrane review: School‐based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6‐18

AbstractBackgroundThe World Health Organization estimates that 1.9 million deaths worldwide are attributable to physical inactivity. Chronic diseases associated with physical inactivity include cancer, diabetes and coronary heart disease.ObjectivesThe purpose of this systematic review is to summarize the evidence of the effectiveness of school‐based interventions in promoting physical activity and fitness in children and adolescents.Search strategyThe search strategy included searching several databases. In addition, reference lists of included articles and background papers were reviewed for potentially relevant studies, as well as references from relevant Cochrane reviews. Primary authors of included studies were contacted as needed for additional information.Selection criteriaTo be included, the intervention had to be relevant to public health practice, implemented, facilitated, or promoted by staff in local public health units, implemented in a school setting and aimed at increasing physical activity, report on outcomes for children and adolescents (aged 6 to 18 years), and use a prospective design with a control group.Data collection and analysisStandardized tools were used by two independent reviewers to rate each study's methodological quality and for data extraction. Where discrepancies existed discussion occurred until consensus was reached. The results were summarized narratively due to wide variations in the populations, interventions evaluated and outcomes measured.Main results13,841 titles were identified and screened and 482 articles were retrieved. Multiple publications on the same project were combined and counted as one project, resulting in 395 distinct project accounts (studies). Of the 395 studies 104 were deemed relevant and of those, four were assessed as having strong methodological quality, 22 were of moderate quality and 78 were considered weak. In total 26 studies were included in the review. There is good evidence that school‐based physical activity interventions have a positive impact on four of the nine outcome measures. Specifically positive effects were observed for duration of physical activity, television viewing, VO2max, and blood cholesterol. Generally school‐based interventions had no effect on leisure time physical activity rates, systolic and diastolic blood pressure, body mass index, and pulse rate. At a minimum, a combination of printed educational materials and changes to the school curriculum that promote physical activity result in positive effects.Authors' conclusionsGiven that there are no harmful effects and that there is some evidence of positive effects on lifestyle behaviours and physical health status measures, ongoing physical activity promotion in schools is recommended at this time.Plain Language SummarySchool‐based interventions for promoting physical activity and fitness in children and adolescentsCurrent evidence suggests that school‐based physical activity interventions may be effective in the development of healthy lifestyle behaviours among children and adolescents that will then translate into reduced risk for many chronic diseases and cancers in adulthood. The evidence also suggests that the best primary strategy for improving the long‐term health of children and adolescents through exercise may be creating lifestyle patterns of regular physical activity that carry over to the adult years.It is estimated that as many at 1.9 million deaths worldwide are attributable to physical inactivity, and that inactivity is a key risk factor in the development of most chronic diseases and cancers.This is alarming particularly because it is known that physical activity patterns track from childhood into adulthood; that children are increasingly exhibiting risk factors for cardiovascular disease, such as obesity, elevated blood lipids, and hypertension, conditions which are known to track into adulthood; and that atherosclerotic fatty streaks in the coronary arteries, which are indicative of coronary heart disease, have been found postmortem in children.This review included 26 studies that evaluated the impact of combinations of school‐based interventions focused on increasing physical activity among children and adolescents. Participants were between the ages of 6 to18 living in Australia, South America, Europe and North America.There is good evidence that school‐based physical activity interventions are effective in increasing duration of physical activity, reducing blood cholesterol and time spent watching television and increasing VO2max. VO2max, known as maximal oxygen uptake or aerobic capacity, reflects the physical fitness level of an individual and generally increases as fitness levels improve. These interventions are not effective in increasing the percentage of children and adolescents who are physically active during leisure time, or in reducing systolic and diastolic blood pressure, body mass index, and pulse rate. At a minimum, a combination of printed educational materials and changes to the school curriculum that promote physical activity result in positive effects for four of the nine outcomes.

Physical Activity Promotion in Schools ‐‐ PE Teachers’ Views

This paper aims to establish PE teachers’ views and understanding of physical activity promotion. The paper presents selected findings from a larger scale research project which investigated physical activity promotion within a whole school context. Questionnaires were completed by 42 secondary school PE Heads of Department (PEHoDs) and follow‐up interviews were conducted with a smaller sample (n=9). PEHoDs were generally found to have positive views towards physical activity promotion in schools and most spoke of promoting it through their curricular and extra‐curricular PE programmes. Despite this, a number demonstrated a rather limited understanding of physical activity promotion and how it could be approached in their school. It was concluded that, if PE teachers are to have a real impact on young people's physical activity behaviour, they need to be encouraged and supported to adopt a broader view and understanding of physical activity promotion and of their role within it.