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School-based Interventions to Reduce Sedentary Behaviour in Children: A Systematic Review

Hegarty, Lynda M., Mair, Jacqueline L., Kirby, Karen, Murtagh, Elaine and Murphy, Marie H. (2016) School-based Interventions to Reduce Sedentary Behaviour in Children: A Systematic Review. AIMS Public Health, 3 (3). pp. 520-541. [Journal article]

[img] Text (Final Proof version of paper) - Accepted Version
[img] Text (Acceptance email from journal editor) - Supplemental Material

DOI: 10.3934/publichealth.2016.3.520


Prolonged, uninterrupted periods of sedentary time may be associated with increased risk of Type II diabetes, cardiovascular disease and all-cause mortality even if the minimum recommended levels of daily physical activity are achieved. It is reported that children spend approximately 80% of their day engaged in sedentary behaviours. Since children spend a large portion of their waking time at school, school-based interventions targeting excessive or interrupted periods of sedentary time have been investigated in a number of studies. However, results of the effectiveness of studies to-date have been inconsistent. Aim: To conduct a systematic review to evaluate the effectiveness of school-based interventions designed to reduce sedentary behaviour on objectively measured sedentary time in children. Methods: Five electronic databases were searched to retrieve peer-reviewed studies published in English up to and including August 2015. Studies that reported objectively measured sedentary time before and after a school-based intervention to reduce sedentary time were included in the review. Risk of bias was assessed using the Cochrane Collaboration method. Results: Our search identified eleven papers reporting eight interventions. Studies focused on the physical environment, the curriculum, individual in-class activities, homework activities or a combination of these strategies. Three studies reported decreases in sedentary time following intervention. Study follow-up periods ranged from immediately post-intervention to 12 months. None of the studies were judged to have a low risk of bias. Conclusions: Multicomponent interventions which also include the use of standing desks may be an effective method for reducing children’s sedentary time in a school-based intervention. However, longer term trials are needed to determine the sustained effectiveness of such interventions on children’s sedentary time.

Item Type:Journal article
Keywords:sedentary behaviour; intervention; children; school; standing desks
Faculties and Schools:Faculty of Life and Health Sciences > School of Sport
Faculty of Life and Health Sciences
Faculty of Life and Health Sciences > School of Psychology
Research Institutes and Groups:Sport and Exercise Sciences Research Institute
Psychology Research Institute > Health, Education and Well-being
Psychology Research Institute
Sport and Exercise Sciences Research Institute > Centre for Physical Activity and Health
ID Code:35861
Deposited By: Dr Karen Kirby
Deposited On:13 Sep 2016 08:14
Last Modified:17 Oct 2017 16:25

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