Evidence map›Paper›PMID 31921476›Full record

SynthesisJournal of sport and health science2020

A mixed-studies systematic review and meta-analysis of school-based interventions to promote physical activity and/or reduce sedentary time in children.

Michelle Jones, Emmanuel Defever, Ayland Letsinger, James Steele, Kelly A Mackintosh

Open access · diamondAbstract readMeta-AnalysisSystematic Review
PubMed Full text at PMC Publisher
In one paragraph

Synthesis in Journal of sport and health science, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 79 papers, 9 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
79citing papers in PubMed, 9 pooled it
17.5field-weighted citation impact, top 1% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

79 citing papers in PubMed, 9 syntheses or guidelines pooled it, 188 citations in OpenAlex.

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  8. Identifying effective intervention strategies to reduce children's screen time: a systematic review and meta-analysis.The international journal of behavioral nutrition and physical activity · 2021
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19 more citing papers are in PubMed but not listed here.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors at 4 institutions in 2 countries.

Michelle JonesResearch Office, Plymouth Marjon University, Plymouth PL4 8AA, UK.
Emmanuel DefeverSchool of Sport, Health and Social Sciences, Solent University, Southampton, SO14 0YN, UK.
Ayland LetsingerDepartment of Health and Kinesiology, Texas A&M University, College Station, TX 77843, USA.
James SteeleSchool of Sport, Health and Social Sciences, Solent University, Southampton, SO14 0YN, UK.
Kelly A MackintoshApplied Sports Science, Swansea University, Swansea, SA2 8PP, UK.
Southampton Solent University · GBPlymouth Marjon University · GBSwansea University · GBTexas A&M University · US

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Purpose: The aim of this mixed-studies systematic review was to ascertain the effectiveness of school-based interventions in increasing physical activity (PA) and/or reducing sedentary time (ST) in children aged 5-11 years, as well as to explore their effectiveness in relation to categories of the theory of expanded, extended, and enhanced opportunity (TEO). Methods: Adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, 5 databases were searched using predefined search terms. Following title and abstract screening of 1115 records, the removal of duplicates ( Results: Overall evidence ratings for interventions implemented within school settings were: no evidence of effects on moderate-to-vigorous physical activity (MVPA) and inconclusive evidence of effects on sedentary time. In relation to the TEO, expansion of PA appeared to be the most promising intervention type for MVPA, with moderate evidence of effect, whereas extension and enhancement of PA opportunity demonstrated no evidence of effect. A critical issue of possible compensatory behavior was identified by analysis of intervention effect in relation to PA measurement duration; when studies measured changes in PA during the actual intervention, there was moderate evidence of effect, whereas those that measured changes in PA during the school day presented inconclusive evidence of effect, and those that measured changes in PA over a whole day yielded no evidence of effect. Two meta-analyses of those studies using a whole-day accelerometer measure for MVPA or ST showed a significant but moderate effect for MVPA (effect size = 0.51; 95% confidence interval (CI): 0.02-0.99) and a large but nonsignificant effect for ST (effect size = 1.15; 95%CI: -1.03 to 3.33); both meta-analyses demonstrated low precision, considerable inconsistency, and high heterogeneity. Conclusion: The findings have important implications for future intervention research in terms of intervention design, implementation, and evaluation.

Indexed as

ExerciseHealth PromotionSchoolsSedentary BehaviorChildChild, PreschoolHumansChildrenInterventionPhysical activitySchoolSedentary time

Identifiers

PMID31921476
PMCPMC6943767
OpenAlexW2954737868

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-ND
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.