Page 61 - Sember, Vedrana, and Shawnda A. Morrison. 2018. The Mind-Body Connection. Koper: University of Primorska Press.
P. 61
Physical Activity in Numbers
ventions among children and adolescents. Thirty-eight studies re-
ported positive effect (67%) and statistical signification in 27 studies
(47%) of physical activity interventions. Significant result ranged up
to 42% increase in participation in regular physical activity and in-
crease of 83 minutes of moderate-to-vigorous physical activity per
week. Kahn et al. (2002) evaluated the effectiveness of various inter-
ventions to increasing physical activity; informational, behavioral,
social, environmental and policy approaches. Effective interven-
tions were: ‘point-of-decision’ prompts to use stairs intervention
and community-wide campaigns of informational interventions;
school-based physical education, social support in community set-
tings and individually-adapted health behaviour change from field
behavioural and social interventions; and creation of or enhanced
access to places for physical activity combined with informational
outreach activities from field environmental and policy interven-
tions.
Randomised Controlled Trial Study Design. Randomized controlled
trial study design is the most used type of interventional studies
(Machin & Fayers, 2010). This study design randomly divides a ho-
mogenous group of participants and implements intervention on
only one group. The only difference between groups should be
intervention (Thiese, 2014). Dwyer, Coonan, Leitch, Hetzel, and
Baghurst (1983) investigated effects of daily physical activity on
health in primary schools in South Australia, using randomized
control trial research design. Results for students after two years of
intervention in 1980 were compared against cross-sectional meas-
ures of 1978. Findings of South Australia research suggested benefi-
cial effects on health and no loss of academic performance in spite
of 45 to 60 minutes loss of teaching time every day. Metcalf, Hen-
ley, and Wilkin (2012) reviewed 30 peer-reviewed studies, wheth-
er physical activity interventions affect overall activity of children.
Studies had to meet the following inclusion criteria: children and
adolescents younger than 16 years, studies had to be randomized
controlled trials; physical activity had to be objectively measured,
expressed in mean accelerometer counts/minute and intervention
59
ventions among children and adolescents. Thirty-eight studies re-
ported positive effect (67%) and statistical signification in 27 studies
(47%) of physical activity interventions. Significant result ranged up
to 42% increase in participation in regular physical activity and in-
crease of 83 minutes of moderate-to-vigorous physical activity per
week. Kahn et al. (2002) evaluated the effectiveness of various inter-
ventions to increasing physical activity; informational, behavioral,
social, environmental and policy approaches. Effective interven-
tions were: ‘point-of-decision’ prompts to use stairs intervention
and community-wide campaigns of informational interventions;
school-based physical education, social support in community set-
tings and individually-adapted health behaviour change from field
behavioural and social interventions; and creation of or enhanced
access to places for physical activity combined with informational
outreach activities from field environmental and policy interven-
tions.
Randomised Controlled Trial Study Design. Randomized controlled
trial study design is the most used type of interventional studies
(Machin & Fayers, 2010). This study design randomly divides a ho-
mogenous group of participants and implements intervention on
only one group. The only difference between groups should be
intervention (Thiese, 2014). Dwyer, Coonan, Leitch, Hetzel, and
Baghurst (1983) investigated effects of daily physical activity on
health in primary schools in South Australia, using randomized
control trial research design. Results for students after two years of
intervention in 1980 were compared against cross-sectional meas-
ures of 1978. Findings of South Australia research suggested benefi-
cial effects on health and no loss of academic performance in spite
of 45 to 60 minutes loss of teaching time every day. Metcalf, Hen-
ley, and Wilkin (2012) reviewed 30 peer-reviewed studies, wheth-
er physical activity interventions affect overall activity of children.
Studies had to meet the following inclusion criteria: children and
adolescents younger than 16 years, studies had to be randomized
controlled trials; physical activity had to be objectively measured,
expressed in mean accelerometer counts/minute and intervention
59
