What helps children to move more at school recess and lunchtime? Mid-intervention results from Transform-Us! cluster-randomised controlled trial. Issue 3 (11th October 2013)

• Record Type: Journal Article
• Authors: Yıldırım, Mine; Arundell, Lauren; Cerin, Ester; Carson, Valerie; Brown, Helen; Crawford, David; Hesketh, Kylie D; Ridgers, Nicola D; Te Velde, Saskia J; Chinapaw, Mai J M; Salmon, Jo
• Is Part Of: British journal of sports medicine. Volume 48:Issue 3(2014)
• Page Start: 271
• Page End: 277
• Publication Date: 2013-10-11
• Subjects: Children -- Intervention Effectiveness -- Physical Activity Measurement; Sports medicine -- Periodicals; 617.1027
• DOI: 10.1136/bjsports-2013-092466
• Languages: English
• ISSNs: 0306-3674

Abstract

Abstract : Background: To investigate the interpersonal and physical environment mediators of the Transform-Us! mid-intervention effects on physical activity (PA) during recess and lunchtime. Methods: Transform-Us! is a clustered randomised school-based intervention with four groups: sedentary behaviour intervention (SB-I), PA intervention (PA-I), combined PA+SB-I and control group. All children in grade 3 from 20 participating primary schools in Melbourne, Australia were eligible to complete annual evaluation assessments. The outcomes were the proportion of time spent in moderate-to-vigorous PA (MVPA) and light PA (LPA) during recess and lunchtime assessed by accelerometers. Potential mediators included: perceived social support from teachers; perceived availability of line markings; perceived accessibility of sports equipment; and perceived school play environment. Generalised linear models were used and mediation effects were estimated by product-of-coefficients (a·b) approach. Results: 268 children (8.2 years, 57% girls at baseline) provided complete data at both time points. A significant intervention effect on MVPA during recess in the SB-I and PA-I groups compared with the control group (proportional difference in MVPA time; 38% (95% CI 21% to 57%) and 40% (95% CI 20% to 62%), respectively) was found. The perceived school play environment was significantly positively associated with MVPA at recess among girls. An increase in perceived social support from teachers suppressed the PA+SB-I effect on light PA during recess (a·b= −0.03, 95% CI −0.06 to −0.00). No significant mediating effects on PA during recess and lunchtime were observed. Conclusions: A positive perception of the school play environment was associated with higher MVPA during recess among girls. Future studies should conduct mediation analyses to explore underlying mechanisms of PA interventions.