The effectiveness of school-based physical activity interventions for adolescent girls: A systematic review and meta-analysis

PREVENTIVE MEDICINE

卷:105

Review

Owen, Michael B.¹  Curry, Whitney B.¹  Kerner, Charlotte²  Newson, Lisa³  Fairclough, Stuart J.^1,4 

[1] Edge Hill Univ, Dept Sport & Phys Act, Phys Act & Hlth Res Grp, St Helens Rd, Ormskirk, Lancs, England

[2] Brunel Univ, Dept Life Sci, London, England

[3] Liverpool John Moores Univ, Res Ctr Brain & Behav, Nat Sci & Psychol, Liverpool, Merseyside, England

[4] Univ Limerick, Dept Phys Educ & Sport Sci, Limerick, Ireland

关键词: Adolescents;    Girls;    School;    Physical activity;    Intervention;   

DOI  :  10.1016/j.ypmed.2017.09.018

来源: Elsevier

【 摘 要 】

Physical activity (PA) decreases during the transition from childhood to adolescence, with larger declines observed in girls. School-based interventions are considered the most promising approach for increasing adolescents' PA levels although, it is unclear which types of school-based interventions have the greatest impact. The objective of this systematic review is to assess the impact and design of school-based PA interventions targeting adolescent girls. A systematic search was conducted using four electronic databases (PubMed, Web of Science, SPORTDiscus and PsychInfo). This systematic review was registered with PROSPERO (Registration number: CRD42016037428) and PRISMA guidelines (2009) were followed throughout. Twenty studies were identified as meeting the inclusion criteria and were included in a narrative synthesis. Seventeen studies were eligible for inclusion in a meta-analysis. There was a significant small positive treatment effect for school-based PA interventions for adolescent girls (k = 17, g = 0.37, p < 0.05). After an outlier was removed (residual z = 7.61) the average treatment effect was significantly reduced, indicating a very small positive effect (k = 16, g= 0.07, p = 0.05). Subgroup analysis revealed very small significant effects for multi-component interventions (k = 7, g = 0.09, p < 0.05), interventions underpinned by theory (k = 12, g= 0.07, p < 0.05), and studies with a higher risk of bias (k = 13, g= 0.09, p < 0.05). Intervention effects were very small which indicates that changing PA behaviors in adolescent girls through school-based interventions is challenging. Multi-component interventions and interventions underpinned by theory may be the most effective approaches to positively change adolescent girls' PA.

【 授权许可】

Free