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The effectiveness of school-based physical activity interventions for adolescent girls: a systematic review and meta-analysis

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dc.contributor.author Owen, Michael B.
dc.contributor.author Curry, Whitney B.
dc.contributor.author Kerner, Charlotte
dc.contributor.author Newson, Lisa
dc.contributor.author Fairclough, Stuart J.
dc.date.accessioned 2018-03-05T10:09:21Z
dc.date.issued 2017
dc.identifier.uri http://hdl.handle.net/10344/6621
dc.description peer-reviewed en_US
dc.description.abstract Physical activity (PA) decreases during the transition from childhood to adolescence, with larger declines observed in girls. School-based interventions are considered the most promising approach for increasing adolescents' PA levels although, it is unclear which types of school-based interventions have the greatest impact. The objective of this systematic review is to assess the impact and design of school-based PA interventions targeting adolescent girls. A systematic search was conducted using four electronic databases (PubMed, Web of Science, SPORTDiscus and PsychInfo). This systematic review was registered with PROSPERO (Registration number: CRD42016037428) and PRISMA guidelines (2009) were followed throughout. Twenty studies were identified as meeting the inclusion criteria and were included in a narrative synthesis. Seventeen studies were eligible for inclusion in a meta-analysis. There was a significant small positive treatment effect for school-based PA interventions for adolescent girls (k = 17, g = 0.37, p < 0.05). After an outlier was removed (residual z = 7.61) the average treatment effect was significantly reduced, indicating a very small positive effect (k = 16, g = 0.07, p = 0.05). Subgroup analysis revealed very small significant effects for multi-component interventions (k = 7, g = 0.09, p < 0.05), interventions underpinned by theory (k = 12, g = 0.07, p < 0.05), and studies with a higher risk of bias (k = 13, g = 0.09, p < 0.05). Intervention effects were very small which indicates that changing PA behaviors in adolescent girls through school-based interventions is challenging. Multi-component interventions and interventions underpinned by theory may be the most effective approaches to positively change adolescent girls' PA. en_US
dc.language.iso eng en_US
dc.publisher Elsevier en_US
dc.relation.ispartofseries Preventive Medicine;105, pp. 237-249
dc.relation.uri https://doi.org/10.1016/j.ypmed.2017.09.018
dc.rights This is the author’s version of a work that was accepted for publication in Preventive Medicine. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Preventive Medicine, 2017, 105, pp. 237-249, https://doi.org/10.1016/j.ypmed.2017.09.018 en_US
dc.subject adolescents en_US
dc.subject girls en_US
dc.subject school en_US
dc.subject physical activity en_US
dc.subject intervention en_US
dc.title The effectiveness of school-based physical activity interventions for adolescent girls: a systematic review and meta-analysis en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.identifier.doi 10.1016/j.ypmed.2017.09.018
dc.date.embargoEndDate 2018-09-28
dc.embargo.terms 2018-09-28 en_US
dc.rights.accessrights info:eu-repo/semantics/embargoedAccess en_US


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