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dc.contributor.authorMorris, Jade L.
dc.contributor.authorDaly-Smith, Andrew
dc.contributor.authorDefeyter, M.A.
dc.contributor.authorMcKenna, J.
dc.contributor.authorZwolinsky, S.
dc.contributor.authorLloyd, S.
dc.contributor.authorFothergill, M.
dc.contributor.authorGraham, P.L.
dc.date.accessioned2020-09-25T11:02:14Z
dc.date.accessioned2020-10-06T08:41:09Z
dc.date.available2020-09-25T11:02:14Z
dc.date.available2020-10-06T08:41:09Z
dc.date.issued2019-08
dc.identifier.citationMorris 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.
dc.identifier.urihttp://hdl.handle.net/10454/18085
dc.descriptionYes
dc.description.abstractTo 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.
dc.language.isoenen
dc.rights© 2020 Human Kinetics. Reproduced in accordance with the publisher's self-archiving policy.
dc.subjectHealth behavior
dc.subjectHealth behaviour
dc.subjectModerate to vigorous
dc.subjectPediatrics
dc.subjectSedentary behaviour
dc.titleA pedometer-based physically active learning intervention: The importance of using preintervention physical activity categories to assess effectiveness
dc.status.refereedYes
dc.date.Accepted2019
dc.date.application2019
dc.typeArticle
dc.type.versionAccepted manuscript
dc.identifier.doihttps://doi.org/10.1123/pes.2018-0128
dc.date.updated2020-09-25T10:02:16Z
refterms.dateFOA2020-10-06T11:16:25Z


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