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    A pedometer-based physically active learning intervention: The importance of using preintervention physical activity categories to assess effectiveness

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    Daly-Smith_Pediatric_Exercise_Science.pdf (301.8Kb)
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    Publication date
    2019-08
    Author
    Morris, J.L.
    Daly-Smith, Andrew
    Defeyter, M.A.
    McKenna, J.
    Zwolinsky, S.
    Lloyd, S.
    Fothergill, M.
    Graham, P.L.
    Keyword
    Health behavior
    Health behaviour
    Moderate to vigorous
    Pediatrics
    Sedentary behaviour
    Rights
    © 2020 Human Kinetics. Reproduced in accordance with the publisher's self-archiving policy.
    Peer-Reviewed
    Yes
    
    Metadata
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    Abstract
    Purpose: To assess physical activity outcomes of a pedometer-based physically active learning (PAL) intervention in primary school children. Methods: Six paired schools were randomly allocated to either a 6-week teacher-led pedometer-based physically active learning intervention or a control (n = 154, female = 60%, age = 9.9 [0.3] y). Accelerometers assessed total daily sedentary time, light physical activity (LPA), and moderate-to-vigorous physical activity (MVPA). Preintervention mean daily MVPA minutes grouped participants as Low Active (<45 min/d) and High Active (≥45 min/d). Results: From the final sample size, the intervention (n = 52) significantly improved LPA versus control (n = 31, P = .04), by reducing sedentary time. More intervention (+10%) than control (+3%) pupils met the 60 minutes per day guidelines. In both intervention subgroups, pupils spent less time in LPA (P < .05) versus control. The greatest nonsignificant increase was found in the Low Active pupils MVPA levels. Conclusions: Improvements in LPA were statistically significant in the intervention versus control group. In subgroup analysis, Low Active pupils in the intervention showed the greatest beneficial effects and the Most Active pupils may have replaced MVPA and sedentary time with LPA. The intervention group housed clusters of pupils showing variable responsiveness, justifying routine examination of subgroup variability in future studies.
    URI
    http://hdl.handle.net/10454/18085
    Version
    Accepted manuscript
    Citation
    Morris JL, Daly-Smith A, Defeyter MA et al (2019) A pedometer-based physically active learning intervention: The importance of using preintervention physical activity categories to assess effectiveness. Pediatric Exercise Science. 31(3): 356-362.
    Link to publisher’s version
    https://doi.org/10.1123/pes.2018-0128
    Type
    Article
    Collections
    Health Studies Publications

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