Evidence map›Paper›PMID 41783782›Full record

ArticleFrontiers in sports and active living2026

When and where to intervene: identifying key school segments to enhance adolescent physical activity.

Marion Gasser, Andrea-Maria Nadenbousch, Fabienne Egger, Mario Kamer, Stefan Valkanover, Mirko Schmidt

Abstract read
In one paragraph

Article in Frontiers in sports and active living, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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0citing papers in PubMed
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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

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3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

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

6 authors.

Marion GasserInstitute of Sport Science, University of Bern, Bern, Switzerland.
Andrea-Maria NadenbouschCentre of Subject Didactics, Bern University of Teacher Education, Bern, Switzerland.
Fabienne EggerInstitute of Sport Science, University of Bern, Bern, Switzerland.
Mario KamerInstitute of Sport Science, University of Bern, Bern, Switzerland.
Stefan ValkanoverInstitute of Sport Science, University of Bern, Bern, Switzerland.
Mirko SchmidtInstitute of Sport Science, University of Bern, Bern, Switzerland.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Background: Swiss adolescents fall short of the WHO's guideline of 60 min of moderate-to-vigorous physical activity (MVPA) per day. Developing targeted interventions or policies requires an understanding of adolescents' daily activity patterns. Since adolescents spend much time at school, it is essential to consider not only leisure but also school segments when assessing physical activity (PA). Therefore, this study investigates how Swiss adolescents' PA is distributed across different school time segments and examines to what extent they meet recommended activity levels. Methods: This cross-sectional study uses baseline data from the Active School project. The sample included 666 7th-grade students (mean age = 13.27 ± 0.55 years, 47.7% boys, 51.8% girls, 0.5% diverse) from 12 secondary schools. PA data, gathered over five schooldays using wrist-worn GENEActiv accelerometers, were segmented into physical education (PE), recess, classroom time, entire school time, and leisure time. Activity levels were categorized into inactivity (IN), light physical activity (LPA), and MVPA. Descriptive and inferential statistics (ANOVAs, Results: Within school time, MVPA varied significantly by segment (PE: 30.59%, recess: 18.80%, classroom: 5.69%, Conclusion: Substantial opportunities for PA are lost across all school segments in the Swiss context, with girls consistently less active than boys. Based on these findings, segment-specific and gender-sensitive school PA policies are discussed, and a comprehensive school approach to PA promotion is recommended to support more effective and equitable PA promotion among adolescents. Trial Registration: German Clinical Trials Register (DRKS00033362). Date of registration: January 25, 2024. Retrospectively registered.

Indexed as

adolescentsleisure timephysical activity patternsschool segmentssecondary school

Identifiers

PMID41783782
PMCPMC12954777

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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.