Does Girls Active lead to active girls?

A study published in the International Journal of Behavioral Nutrition and Physical Activity looks at the results of an intervention aimed at improving the activity levels of adolescent girls.

The randomised controlled trial by Deirdre Harrington and colleagues took place in 20 secondary schools in Leicester. Ten schools received Girls Active and ten schools continued with usual practice. Developed by the Youth Sport Trust, Girls Active is focused on providing a support framework to schools to review their physical activity, sport, and PE teaching to ensure they are relevant and attractive to all adolescent girls, but with a particular focus on 11–14 year olds. The programme includes a range of resources for schools, including self-evaluation, training, mentoring, and funding for developing school capacity.

In total, 1,752 girls aged 11-14 participated. The primary outcome measure (at baseline, 7 months, and 14 months) was moderate to vigorous physical activity (MVPA), as recorded on wrist-worn accelerometers. Secondary outcomes included overall physical activity, light physical activity, sedentary time, body composition, and psychosocial outcomes. The results showed small improvements in MVPA in comparison with control schools after 7 months, but none after 14 months. Subgroup analysis showed that the intervention was effective at 14 months in larger schools, but caused an MVPA decrease in smaller schools. There was no pattern in the secondary outcomes, and any differences were slight.

Source: Effectiveness of the ‘Girls Active’ school-based physical activity programme: A cluster randomised controlled trial (April 2018) International Journal of Behavioral Nutrition and Physical Activity

Do physically active lessons improve pupil engagement?

A study published in Health Education and Behavior looks at the effects of introducing physically active lessons into primary school classes. Emma Norris and colleagues used the Virtual Traveller (VT) intervention to evaluate whether physically active lessons had any effect on pupil engagement, physical activity and on-task behaviour.

Virtual Traveller is a programme of pre-prepared physically active lesson sessions delivered using classroom interactive whiteboards during regular lessons. A total of 219 children aged 8- to 9-years-old from 10 schools in Greater London took part in the cluster-randomised controlled trial. Children in the intervention schools received 10-minute VT sessions three times a week, for six weeks, during maths and English lessons. To assess the effectiveness of VT, pupils’ physical activity levels, on-task behaviour and engagement were measured at baseline (T0), at weeks two (T1) and four  (T2) of the six-week intervention, and at one week (T3) and three months (T4) post-intervention.

Pupils in the intervention group showed more on-task behaviour than those in the control at T1 and T2, but this was not maintained post-intervention. No difference in pupil engagement between the control and intervention groups was observed at any time point. VT was found to increase physical activity, but only during lesson time.

Source: Physically active lessons improve lesson activity and on-task behavior: a cluster-randomized controlled trial of the “Virtual Traveller” intervention (March 2018), Health Education & Behavior DOI: 10.1177/1090198118762106