Established Evidence Results

Intervention Components (click on component to see a list of all articles that use that intervention): Screen Time PARENT_FAMILY

Intervention Description: A total of 24 adolescents, aged 12 to 14 years, participated in a 4-week program comprising 8 1-hour modules designed to develop health literacy and physical skills. This self-paced user-centered program was delivered via an app and provided health-related learning content as well as goal setting and self-assessment tasks. PA performed during the 4-week program was captured by an activity tracker to support learning and help the adolescents self-assess their achievements against personal goals. The data were analyzed using a consistency rate and daily behavior clustering to reveal any PA changes, particularly regarding adherence to international recommendations.

Intervention Results: The consistency rate of daily steps revealed that the adolescents reached 11,000 steps per day 48% (approximately 3.4 days per week) of the time in the first week of the program, and this peaked at 59% (approximately 4.1 days per week) toward the end of the program. PA data showed an overall increase during the program, particularly in the less active adolescents, who increased their daily steps by 15% and ultimately reached 11,000 steps more frequently. The consistency of daily behavior clustering showed a 27% increase in adherence to international recommendations in the least active adolescents.

Conclusion: Technology-supported educational programs that include self-monitored PA via activity trackers can be successfully delivered to adolescents in schools in remote Pacific areas. New data mining techniques enable innovative analyses of PA engagement based on the international recommendations.

Study Design: Exploratory study

Setting: A rural school in New Caledonia

Population of Focus: Middle school aged children

Data Source: Physical fitness tests, activity trackers, student self-report

Sample Size: 24 students

Age Range: Ages 12-14

Intervention Components (click on component to see a list of all articles that use that intervention): PARENT_FAMILY Electronic PA Screen Time

Intervention Description: A website designed using a self-management strategy and supplemented with a geographical information system (GIS) mapping function was used to increase children's physical activity levels. A total of 524 students from six elementary schools in Taipei City completed surveys at three times during 2010 and were assigned to one of three groups: (1) a self-management group, using a website employing a goal-setting strategy and a storytelling schema based on a classical Chinese novel; (2) a knowledge-only group that was given only access to the website; or (3) a control group that was only given lectures and not allowed to access the website.

Intervention Results: After adjustment for the effects of the pretest, the self-management and knowledge-only groups were found to be more physically active and have higher self-efficacy than the control group. Moreover, the self-management group had higher scores for these two variables than the knowledge-only group. Furthermore, the intervention was more effectives for male students than female students.

Conclusion: Overall, the self-management website proved to be effective in promoting schoolchildren's physical activity. The positive correlation of self-efficacy with the ability to handle the difficulties inherent in physical activity continued for 3 months after the intervention was completed.

Study Design: Three-armed quasiexperimental study

Setting: Elementary schools in Taipei City, Taiwan

Population of Focus: Elementary school students in grades 5 and 6

Data Source: Student self-report

Sample Size: 524 students

Age Range: Ages 10-11

Intervention Components (click on component to see a list of all articles that use that intervention): PARENT_FAMILY Screen Time

Intervention Description: Data were from the Mothers and their Children's Health study and the Australian Longitudinal Study on Women's Health. Mothers (n = 2409) indicated the types of fixed active (eg, trampolines), portable active (eg, bicycles), and electronic (eg, computers) equipment at home, and the number of days children (n = 4092, aged 5-12 y, 51% boys) met PA guidelines. Latent class analysis was used to identify combinations of equipment, and linear regressions were used to investigate associations with PA.

Intervention Results: Compared with children with high active (fixed and portable) and medium electronic equipment, children with portable active and medium (B = -0.53; 95% confidence interval, -0.72 to -0.34) or high (B = -0.58; 95% confidence interval, -0.83 to -0.33) electronic equipment met the guidelines on fewer days. Children with similar active equipment (but more electronic equipment) met the PA guidelines on fewer days (mean difference = -0.51, SE = 0.14, P = .002).

Conclusion: Having the right combination of play equipment at home may be important for children's PA.

Study Design: Cross-sectional

Setting: Mothers and children from Australian Longitudinal Study on Women’s Health (ALSWH)

Population of Focus: Women with children aged 5-12 years with complete information in ALSWH

Data Source: Questionnaires

Sample Size: 4,092 children and 2,409 mothers

Age Range: Ages 5-12