The DOI matches its Crossref record; 68 of the 72 references it cites were found in a registry or an index; none of the 28 sources its claims cite is checked for support yet.
The effectiveness of school-based physical activity interventions for adolescent girls: A systematic review and meta-analysis
Open accessAbstract
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.
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Written from the paper’s full text.
TL;DR
This systematic review and meta-analysis found that school-based physical activity interventions for adolescent girls had only a very small positive effect after removing an outlier. Multi-component interventions and interventions underpinned by theory showed small significant effects, but changing adolescent girls’ physical activity through school-based programmes remains challenging.
Key findings
- Across 17 studies, school-based physical activity interventions showed a significant small positive treatment effect for adolescent girls (k=17, g=0.37, p<.05). After removing one outlier (Taymoori et al., 2008; residual z=7.61), the effect fell to a very small positive effect (k=16, g=0.07, p=.05).
- Subgroup analyses found very small significant effects for multi-component interventions (k=7, g=0.09, p<.05), interventions underpinned by theory (k=12, g=0.07, p<.05), and studies with higher risk of bias (k=13, g=0.09, p<.05).
- Heterogeneity was high in the main analysis (Q=80.12, p<0.001; I²=94.91%) and substantially reduced after outlier removal (Q=23.98, p=0.05; I²=0.01%). Publication bias was indicated: trim-and-fill added 3 studies and reduced the overall effect by 0.01; Orwin’s fail-safe N was 16; Egger’s regression test was significant (z=2.07, p<.05).
- The review included 20 studies in narrative synthesis, evaluating 10,755 girls (mean age=12.88 years); 17 studies were eligible for meta-analysis.
Methods
- Systematic review and meta-analysis registered with PROSPERO (CRD42016037428) and reported using PRISMA. Four databases were searched: PubMed, Web of Science, SPORTDiscus, and PsychInfo; journal articles published in English after 31/12/2004 up to 01/12/2016 were considered.
- Inclusion criteria covered school-based physical activity interventions among adolescent girls (mean age 11–18 years), with objectively measured or self-reported physical activity outcomes; mixed-sex studies were included if girls’ data were reported separately or provided on request. Twenty studies met criteria for narrative synthesis, and 17 had sufficient data for meta-analysis.
- Meta-analysis used R with the metafor package, random-effects models, and Hedges’ g. Heterogeneity was assessed with Cochrane’s Q and I²; subgroup analyses examined measurement method, intervention duration, risk of bias, intervention design, underpinning theory, and target sex. Outliers and publication bias were assessed using residual values, funnel plots, trim-and-fill, Orwin’s fail-safe N, and Egger’s regression test.
Limitations
- The paper states that 21 studies were excluded because authors did not respond to requests for physical activity data by gender within a 7-day timescale; this limited response time could have doubled the number of included studies, and interaction by sex tests were not explored for those studies.
- The paper states that including all study types, including feasibility and pilot studies, may have affected overall findings because these tended to be smaller-scale projects with small sample sizes. It also notes that where multiple primary physical activity outcomes were reported, MVPA or MPA was used where possible, but alternative outcomes such as steps and accelerometer counts were sometimes included.
- The paper reports that all studies scored weakly for allocation concealment and/or blinding, only two studies attempted to blind intervention staff, and most studies did not explicitly explain randomisation. Evident from the text: the main pooled estimate had very high heterogeneity before outlier removal, publication bias was judged highly probable, and only 3 mixed-sex studies were available for the target-sex subgroup analysis.
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Claims the paper makes
31 Own result · 17 Not checked yet · 6 Own method · 6 Own interpretation · 1 No basis given
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Heterogeneity analysis indicated significant between-study variance (Q= 80.12, p<0.001;I 2 = 94.91%).”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 3.10 Meta-analysis
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Significant effects were observed for studies with * or ** bias ratings (k= 13, g = 0.09, p<.05), for multi-component interventions (k= 7, g = 0.09, p<.05), and for interventions underpinned by theory (k= 12, g = 0.07, p<.05) but the magnitudes of these were small (Table 4).”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 3.10 Meta-analysis
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Although heterogeneity from the pooled analysis was low, the individual effects from the included studies were extremely inconsistent, ranging from g= -0.29 to 1.04.”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 3.10 Meta-analysis
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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=.05).”
- Also stated in: § 3.10 Meta-analysis · hedged
“Once this study was removed the average treatment effect was significantly reduced by 0.30, indicating a very small positive effect which approached significance (k = 16, g= 0.07, p=.05) (Figure 2).”
- Also stated in: § 4. Discussion · hedged
“The meta-analysis results indicate that school-based PA interventions have only a very small effect on adolescent girls' PA levels.”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > Abstract
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Also stated in: § 3.10 Meta-analysis · hedged
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Twenty studies were identified as meeting the inclusion criteria and were included in a narrative synthesis.”
- Also stated in: § 3.1 Literature Search · plain
“After screening and eligibility assessments, 20 records met the inclusion criteria for the narrative synthesis (Figure 1).”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > Abstract
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Also stated in: § 3.1 Literature Search · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“interventions underpinned by theory (k= 12, g = 0.07, p<.05)”
- Also stated in: § 3.10 Meta-analysis · plain
“Significant effects were observed for studies with * or ** bias ratings (k= 13, g = 0.09, p<.05), for multi-component interventions (k= 7, g = 0.09, p<.05), and for interventions underpinned by theory (k= 12, g = 0.07, p<.05) but the magnitudes of these were small (Table 4).”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Also stated in: § 3.10 Meta-analysis · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Inspection of the funnel plot for publication bias indicated asymmetry.”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 3.10 Meta-analysis
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Egger's regression test was significant (z = 2.07, p<.05).”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 3.10 Meta-analysis
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Fifteen studies provided outcome data with <20% dropout/withdrawal rates.”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 3.7 Behaviour Change Theories
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Subgroup analysis revealed very small significant effects for multi-component interventions (k= 7, g= 0.09, p<.05)”
- Also stated in: § 3.10 Meta-analysis · plain
“Significant effects were observed for studies with * or ** bias ratings (k= 13, g = 0.09, p<.05), for multi-component interventions (k= 7, g = 0.09, p<.05), and for interventions underpinned by theory (k= 12, g = 0.07, p<.05) but the magnitudes of these were small (Table 4).”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Also stated in: § 3.10 Meta-analysis · plain
- It may state two separate claims as one. 14
- Probably not a substantial claim. 11
- The quote only partly states this claim. 2
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Although eleven studies stated a randomisation procedure, the majority (n=10) did not provide an explicit explanation of the randomisation process”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 3.7 Behaviour Change Theories
plainn = 10- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Thirteen studies employed objective measures of PA, either for the complete sample size or for a sub-sample.”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 3.7 Behaviour Change Theories
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Subgroup analyses also revealed no effect for whether the interventions were targeted at girls only or mixed-sex, although only 3 mixed sex studies were included.”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 3.10 Meta-analysis
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“All studies scored weakly for allocation of concealment and/or blinding, with just two studies attempting to blind intervention staff (Jago et al., 2012;Webber et al., 2008).”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 3.7 Behaviour Change Theories
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The trim and fill procedure added 3 studies to the left side of the plot which reduced the overall treatment effect by 0.01.”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 3.10 Meta-analysis
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“There was a significant small positive treatment effect for schoolbased PA interventions for adolescent girls (k=17, g= 0.37, p<.05).”
- Also stated in: § 3.10 Meta-analysis · plain
“The meta-analysis revealed a significant small positive treatment effect (k=17, g= 0.37, p<.05,)”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Also stated in: § 3.10 Meta-analysis · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Few studies reported theoretical fidelity, which precludes direct inferences being made between intervention effectiveness and underpinning theory.”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 4. Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“As found in previous reviews, both for PA interventions for adolescents (Camacho-Minano et al., 2011) and schoolbased behavioural interventions (Khambalia, Dickinson, Hardy, Gill, & Baur, 2012), allocation concealment and blinding were usually absent, and this negatively affected the risk of bias scores for the majority of included studies.”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 4. Discussion
What the sources say
- Not checked yetcites Camacho-Minano et al., 2011 source
- Not checked yetcites Khambalia, Dickinson, Hardy, Gill, & Baur, 2012
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Risk of bias scores were low across the included interventions mainly due to the need for a greater explanation of the randomisation process which is consistent with a previous systematic review of adolescent girls (Camacho-Minano et al., 2011).”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 4. Discussion
What the sources say
- Not checked yetcites Camacho-Minano et al., 2011 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Only one study received a 'very strong' risk of bias score (Jago et al., 2012); three studies received a 'strong' risk of bias score (Fairclough & Stratton, 2005;Jago et al., 2015;Webber et al., 2008); ten studies received a 'moderate' risk of bias score”
- Also stated in: § 3.7 Behaviour Change Theories · plain
“six studies received a 'weak' risk of bias score (Bronikowski & Bronikowska, 2011;Haerens et al., 2006;Pate et al., 2005;Schofield et al., 2005;Spruijt-Metz et al., 2008;Young et al., 2006).”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 3.7 Behaviour Change Theories
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The quote only partly states this claim.
- Also stated in: § 3.7 Behaviour Change Theories · plain
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Multicomponent interventions and interventions underpinned by theory may be the most effective approaches to positively change adolescent girls' PA.”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > Abstract
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“It was reported that a lack of convincing evidence exists that interventions underpinned by theory were more effective than those with no specified theory (Mears & Jago, 2016).”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 4. Discussion
What the sources say
- Not checked yetcites Mears & Jago, 2016
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“This systematic review was registered with PROSPERO (Registration number: CRD42016037428)”
- Also stated in: § 1. Methods · plain
“This systematic review was registered with PROSPERO (Registration number: CRD42016037428).”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > Abstract
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Also stated in: § 1. Methods · plain
In the paper
“This is consistent with findings from a recent review investigating the effectiveness of after-school PA interventions to increase MVPA (Mears & Jago, 2016).”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 4. Discussion
What the sources say
- Not checked yetcites Mears & Jago, 2016
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The quote only partly states this claim.
In the paper
“PRISMA guidelines (2009) were followed throughout.”
- Also stated in: § 1. Methods · plain
“This review adhered to the PRISMA reporting guidelines for systematic reviews (Moher, Liberati, Tetzlaff, & Altman, 2009).”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > Abstract
What the sources say
- Not checked yetcites Moher, Liberati, Tetzlaff, & Altman, 2009 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Also stated in: § 1. Methods · plain
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These difficulties may in part be due to a number of factors such as, social or cultural norms, ability to provide a wide range of PA opportunities, short-term intervention periods, PA measurement methods, and small sample sizes which precluded the detection of significance.”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 4. Discussion
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Initially, the first author (MO) screened all titles and abstracts for obvious irrelevance, and a random sample (20%) were also checked by another author (WC).”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 2.2 Inclusion and Exclusion Criteria
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The inclusion of all study types, including feasibility and pilot studies, may have impacted the overall findings of the review as these tended to be smaller scale projects with small sample sizes.”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 4.1 Strengths and Limitations
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“Multicomponent intervention designs are consistent with the concept of Comprehensive School PA Programmes (CSPAPs), which are recommended as effective strategies to increase young people's PA (Centers for Disease Control and Prevention, 2013;World Health Organisation, 2010).”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 4. Discussion
What the sources say
- Not checked yetcites Centers for Disease Control and Prevention, 2013
- Not checked yetcites World Health Organisation, 2010
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The full-text of eligible studies were then retrieved and reviewed by two authors (MO and WC).”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 2.2 Inclusion and Exclusion Criteria
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Relevant data from the selected studies were extracted by the first author (MO) and checked by the second author (WC) (see Table 1).”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 2.3 Data Extraction and Synthesis
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Camacho-Minano et al. (2011) and Pearson et al. (2015) suggested that school-based PA interventions are the most promising setting to impact adolescent girls' PA levels.”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > Introduction
What the sources say
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“Similarly, Camacho-Minano et al. (2011) suggested that school-based interventions are more effective when enjoyment of PE is prioritised and girls are given freedom of choice of activities.”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 4. Discussion
What the sources say
- Not checked yetcites Camacho-Minano et al., 2011 source
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“This could be due to the structure a school environment provides and the influence schools have on girls of this age (Kohl & Cook, 2013).”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 4. Discussion
What the sources say
- Not checked yetcites Kohl & Cook, 2013
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
The paper relies on this without support.
Mixed-sex interventions may be as effective for girls as girls-only interventions.
“when mixed-sex interventions could be equally as effective for girls.”
The paper relies on this without support.
Physical education occurs infrequently within schools, usually 1-2 hours per week, and accounts for only a very small percentage of weekly waking hours.
“However, PE occurs infrequently within schools (usually 1-2 hours per week) and accounts for only a very small percentage of weekly waking hours, therefore its impact on total daily MVPA is limited.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“the theory of expanded, extended, and enhanced opportunities (TEO), which proposes a common taxonomy to identify appropriate targets for interventions across different settings and contexts, could afford a more practical approach to school-based PA interventions.19, 37”
From A mixed-studies systematic review and meta-analysis of school-based interventions to promote physical activity and/or reduce sedentary time in children (2020) · cites this paper as [19]
In the citing paper
“the theory of expanded, extended, and enhanced opportunities (TEO), which proposes a common taxonomy to identify appropriate targets for interventions across different settings and contexts, could afford a more practical approach to school-based PA interventions.19, 37”
From A mixed-studies systematic review and meta-analysis of school-based interventions to promote physical activity and/or reduce sedentary time in children (2020) · cites this paper as [19]
Statistics recomputed
Every reported test result, recomputed from its test statistic and degrees of freedom. A result shows as not adding up only once an independent check has confirmed it.
- Consistentz = 2.07reported p < .05 · recomputed p = .038
“(z = 2.07, p < .05”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 3.4 Intervention Characteristics
“three were after-school dance interventions (Jago et al., 2015;Jago et al., 2012)”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 3.5 Intervention Delivery
“Two were delivered by dance instructors (Jago et al., 2015;Jago et al., 2012), who taught dance-specific sessions.”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 3.7 Behaviour Change Theories
“Only one study received a 'very strong' risk of bias score (Jago et al., 2012); three studies received a 'strong' risk of bias score (Fairclough & Stratton, 2005;Jago et al., 2015;Webber et al., 2008)”
§ The Effectiveness of School-Based Physical Activity Interventions for Adolescent Girls: A Systematic Review and Meta-analysis > 4.3 Conclusion
“| 8. | Jago et al. | X | | X | X | *** | | | 2012 | | | | | | | 9. | Jago et al. | X | X | X | X | **** | | | 2015 | | | | | |”
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Cited by
Sorted by citations
Guthold, R., Stevens, G. A., Riley, L. M., & Bull, F. C. (2020) · The Lancet Child & Adolescent Health · doi:10.1016/s2352-4642(19)30323-2 · Cited by 4,033
Physical activity behaviours in adolescence: Current evidence and opportunities for intervention
van Sluijs, E. M. F., Ekelund, U., Crochemore-Silva, I., Guthold, R., Ha, A., Lubans, D., Oyeyemi, A. L., Ding, D., & Katzmarzyk, P. T. (2021) · The Lancet · doi:10.1016/s0140-6736(21)01259-9 · Cited by 919
Jones, M., Defever, E., Letsinger, A., Steele, J., & Mackintosh, K. A. (2020) · Journal of Sport and Health Science · doi:10.1016/j.jshs.2019.06.009 · Cited by 189
“The TEO has been proposed to provide a common taxonomy to identify appropriate interventions across different settings and afford a more practical approach to school-based PA interventions.(19,37) Expanded PA opportunity was a more promising intervention approach (moderate evidence rating) than extending (inconclusive…”
BackgroundMethodDuffey, K., Barbosa, A., Whiting, S., Mendes, R., Aguirre, I. Y., Tcymbal, A., Abu‐Omar, K., Gelius, P. C., & Breda, J. (2021) · Frontiers in Public Health · doi:10.3389/fpubh.2021.743935 · Cited by 213
Physical Activity Assessment and Counseling in Pediatric Clinical Settings
Lobelo, F., Muth, N. D., Hanson, S. K., Nemeth, B. A., OBESITY, S. O., LaBella, C. R., Brooks, M. A., Canty, G. S., Diamond, A. B., Hennrikus, W. L., et al. (2020) · PEDIATRICS · doi:10.1542/peds.2019-3992 · Cited by 148
Prevalence of Physical Activity among Adolescents from 105 Low, Middle, and High-Income Countries
Marques, A., Henriques‐Neto, D., Peralta, M., Martins, J., Demetriou, Y., Schönbach, D. M. I., & de Matos, M. G. (2020) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph17093145 · Cited by 154
“Successful strategies for changing girls’ PA were found for interventions that were theory-driven, multi-component in design, school-based, and that also offer physical education, which addresses the unique needs of girls and targeting girls only [16,17].”
BackgroundHe, Z., Hua, W., Yu, F., Fu, J., Sun, S., Huang, T. M., Wang, R., Chen, D., Zhao, G., & Quan, M. (2021) · JMIR mhealth and uhealth · doi:10.2196/22601 · Cited by 122
“However, many intervention strategies not only suffer from high cost, but are also difficult to maintain and implement on a large scale [9-11].”
BackgroundGender inequalities in physical activity among adolescents from 64 Global South countries
Ricardo, L. I. C., Wendt, A. T., Costa, C. D. S., Mielke, G. I., Brazo‐Sayavera, J., Khan, A., Kolbe-Alexander, T. L., & Crochemore‐Silva, I. (2022) · Journal of sport and health science/Journal of Sport and Health Science · doi:10.1016/j.jshs.2022.01.007 · Cited by 109
“Even though efforts have been made toward implementing PA promotion policies, those initiatives often lack effectiveness.(6,51) In this sense, the school setting has been well documented as a valuable space for female PA promotion.”
BackgroundUddin, R., Salmon, J., Islam, S. M. S., & Khan, A. (2020) · Scientific Reports · doi:10.1038/s41598-020-79100-9 · Cited by 121
Sebire, S. J., Jago, R., Banfield, K., Edwards, M. J., Campbell, R., Kipping, R., Blair, P. S., Kadir, B., Garfield, K., Matthews, J., et al. (2018) · International Journal of Behavioral Nutrition and Physical Activity · doi:10.1186/s12966-018-0682-4 · Cited by 89
Harrington, D. M., Davies, M. J., Bodicoat, D. H., Charles, J. M., Chudasama, Y., Gorely, T., Khunti, K., Plekhanova, T., Rowlands, A. V., Sherar, L. B., et al. (2018) · International Journal of Behavioral Nutrition and Physical Activity · doi:10.1186/s12966-018-0664-6 · Cited by 82
“Although small effects are seen multi-component programmes and those underpinned by theory may be more effective [9, 13].”
BackgroundBourke, M., Haddara, A., Loh, A., Carson, V., Breau, B., & Tucker, P. (2023) · International Journal of Behavioral Nutrition and Physical Activity · doi:10.1186/s12966-023-01450-0 · Cited by 78
“Researchers have demonstrated the potential efficacy of physical activity interventions in adolescent girls [103, 104]; the findings from the current study underscore the need for physical activity interventions that target young girls’ to ensure equitable MVPA participation between genders.”
BackgroundMannocci, A., D’Egidio, V., Backhaus, I., Federici, A., Sinopoli, A., Varela, A. R., Villari, P., & Torre, G. L. (2020) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph17103528 · Cited by 71
“While interventions focusing on primary schools obtained small but significant effects on physical activity levels and on BMI, interventions applied in secondary schools, among adolescents, showed only a very small or nonsignificant effect on physical activity levels [15,21,22].”
BackgroundOwen, M. B., Kerner, C., Taylor, S. L., Noonan, R. J., Newson, L., Kosteli, M., Curry, W. B., & Fairclough, S. J. (2018) · Children · doi:10.3390/children5060067 · Cited by 56
“This finding is consistent with previous systematic reviews of school-based PA interventions for adolescent girls, with single component interventions found to be less effective on impacting girls’ PA levels [12].”
BackgroundMethodResultInfluentialSelf-citationBeck, F., Engel, F. A., & Reimers, A. K. (2022) · Children · doi:10.3390/children9030351 · Cited by 51
“There have been and continue to be numerous efforts to promote PA in children and adolescents, aiming at helping them develop a more active lifestyle [14-17].”
BackgroundDuberg, A., Jutengren, G., Hagberg, L., & Möller, M. (2020) · Journal of International Medical Research · doi:10.1177/0300060520902610 · Cited by 66
Fairclough, S., Dumuid, D., Mackintosh, K., Stone, G., Dagger, R., Stratton, G., Davies, I., & Boddy, L. (2018) · Preventive medicine reports · doi:10.1016/j.pmedr.2018.07.011 · Cited by 43
“Such advocacy reflects the increased awareness of the influence of PA on child health and wellbeing, which is demonstrated by the volume and range of school-based PA initiatives and interventions reported over the last decade (Owen et al., 2017; Hollis et al., 2017; Rafferty et al., 2016; Minatto et al., 2016; Mears a…”
BackgroundSelf-citationMcHugh, C., Hurst, A., Bethel, A., Lloyd, J., Logan, S., & Wyatt, K. (2020) · Public Health · doi:10.1016/j.puhe.2020.02.006 · Cited by 54
Bremer, E., Graham, J. D., & Cairney, J. (2020) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph17093129 · Cited by 49
Taylor, S. L., Noonan, R. J., Knowles, Z. R., Owen, M. B., McGrane, B., Curry, W. B., & Fairclough, S. J. (2018) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph15051011 · Cited by 47
“Literature reviews have further supported this approach to intervention design, stating that interventions targeting different levels of the socioecological model and those that are multi-component in nature can have a positive impact on PA levels [20–23].”
Self-citationPfledderer, C. D., Burns, R. D., Byun, W., Carson, R. L., Welk, G. J., & Brusseau, T. A. (2021) · Obesity Reviews · doi:10.1111/obr.13265 · Cited by 44
“school-based interventions for adolescent girls echoed this small but significant effect size.(65) Although this study provides evidence that school-based interventions have the potential to be marginally effec-”
BackgroundMcQuinn, S., Belton, S., Staines, A., & Sweeney, M. R. (2022) · BMC Public Health · doi:10.1186/s12889-022-12635-w · Cited by 43
“Indeed, there is compelling evidence that theory-driven school-based PA interventions may be more effective in increasing adolescents females’ PA levels than non-theory based interventions [31, 42].”
BackgroundJago, R., Tibbitts, B., Willis, K., Sanderson, E., Kandiyali, R., Reid, T., Kipping, R., Campbell, R. M., MacNeill, S., Hollingworth, W., et al. (2021) · International Journal of Behavioral Nutrition and Physical Activity · doi:10.1186/s12966-021-01133-8 · Cited by 31
“The overall impact of schoolbased physical activity interventions has been very small, as assessed through meta-analysis [7].”
BackgroundMorgan, K., Godwin, J. V., Darwent, K., & Fildes, A. (2019) · BMC Public Health · doi:10.1186/s12889-019-6741-1 · Cited by 45
“A recent systematic review [14] examining the impact of school-based PA interventions targeting older girls (e.g. adolescents) highlighted that multi-component interventions underpinned by theory were more likely to be effective.”
Nathan, N., McCarthy, N., Hope, K., Sutherland, R., Lecathelinais, C., Hall, A., Lane, C., Trost, S., Yoong, S. L., & Wolfenden, L. (2021) · International Journal of Behavioral Nutrition and Physical Activity · doi:10.1186/s12966-021-01084-0 · Cited by 39
Ayala, A. M. C., Parker, K. E., Mazzoli, E., Lander, N., Ridgers, N. D., Timperio, A. F., Lubans, D. R., Abbott, G., Koorts, H., & Salmon, J. (2024) · Sports Medicine - Open · doi:10.1186/s40798-024-00688-7 · Cited by 53
“…just PE interventions (already contributing to school-hours physical activity) [16, 19, 21], focused on older adolescents [17] or girls only [22], restricted inclusion criteria to specific intervention designs (only RCTs) [17, 18] and study lengths [15, 18], or focused on low-middle income…”
BackgroundDzielska, A., Mazur, J., Nałęcz, H., Oblacińska, A., & Fijałkowska, A. (2020) · Nutrients · doi:10.3390/nu12072128 · Cited by 36
Impact of a Gardening and Physical Activity Intervention in Title 1 Schools: The TGEG Study
van den Berg, A. E., Warren, J. L., McIntosh, A., Hoelscher, D. M., Ory, M. G., Jovanovic, C. E. S., López, M., Whittlesey, L., Kirk, A., Walton, C., et al. (2020) · Childhood Obesity · doi:10.1089/chi.2019.0238 · Cited by 33
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Kudubeş, A. A., Ayar, D., Bektaş, İ., & Bektaş, M. (2021) · Archives de Pédiatrie · doi:10.1016/j.arcped.2021.11.001 · Cited by 38
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“Thus, it may be necessary to implement special interventions that support the physical activity of girls during pandemics or other societal disruptions, including multi-component school-based interventions that target girls only and include components such as dance classes or equipment provision [52, 53].”
BackgroundRomero‐Parra, N., Solera-Alfonso, A., Bores‐García, D., & Delfa-de-la-Morena, J. M. (2022) · European Journal of Pediatrics · doi:10.1007/s00431-022-04742-y · Cited by 39
“Despite research studies that generally suggest that male adolescents show higher intrinsic motivation and lower amotivation to engage in PA than their female counterparts, most interventions targeted towards girls to increase PA showed very little effect [14], few differences based on gender [4] or even higher motiva…”
BackgroundCorr, M., & Murtagh, E. (2019) · Global Health Promotion · doi:10.1177/1757975919853784 · Cited by 29
“(42) found these interventions to be more effective at increasing PA.”
BackgroundWoodforde, J., Alsop, T., Salmon, J., Gomersall, S. R., & Stylianou, M. (2021) · British Journal of Sports Medicine · doi:10.1136/bjsports-2021-104470 · Cited by 27
Hip fracture surgery initiation after admission to the hospital, 2017 (or nearest year)
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“A 2017 systematic review and meta-analysis of school-based physical activity interventions targeting adolescent girls suggests that achieving behaviour change through this approach is challenging, with only a very small effect found for multicomponent or theory-based interventions [40].”
BackgroundRyan, M., Alliott, O., Ikeda, E., Luan, J., Hofmann, R., & van Sluijs, E. M. F. (2022) · International Journal of Behavioral Nutrition and Physical Activity · doi:10.1186/s12966-022-01361-6 · Cited by 26
Adolescent Autonomous Motivation for Physical Activity: A Concept Analysis
Palmer, K., Robbins, L. B., Ling, J., Kao, T. A., Voskuil, V. R., & Smith, A. L. (2020) · Journal of Pediatric Nursing · doi:10.1016/j.pedn.2020.04.020 · Cited by 24
Azlan, A. B., Ismail, N., Fauzi, N. F. M., & Talib, R. A. (2021) · Pedagogy of Physical Culture and Sports · doi:10.15561/26649837.2021.0306 · Cited by 37
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“It is widely reported that girls are less physically active than boys throughout childhood [1], and the age-related decline in physical activity (PA) participation, particularly from early adolescence onwards, is steeper for girls when compared to boys [2].”
BackgroundCowley, E. S., Watson, P. M., Foweather, L., Belton, S., Mansfield, C., Whitcomb-Khan, G., Cacciatore, I., Thompson, A., Thijssen, D. H. J., & Wagenmakers, A. J. M. (2021) · Children · doi:10.3390/children8020076 · Cited by 23
“Further, recent systematic reviews concluded that interventions that are female only, multi-component and under-pinned by theory are shown to be most effective for increasing adolescent girls participation in PA [27,28].”
BackgroundCardon, G., & Salmon, J. (2020) · Journal of sport and health science/Journal of Sport and Health Science · doi:10.1016/j.jshs.2020.04.009 · Cited by 27
Matheson, E. L., Schneider, J., Tinoco, A., Silva-Breen, H. L., LaVoi, N. M., & Diedrichs, P. C. (2023) · Body Image · doi:10.1016/j.bodyim.2023.06.012 · Cited by 22
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“Extended data University of Bristol Data Repository: Extended Data from Menstruation and PA (10-2020).”
MethodPollock, E. R., Young, M. D., Lubans, D. R., Coffey, J. E., Hansen, V., & Morgan, P. J. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2021.103421 · Cited by 27
Creaser, A. V., Frazer, M. T., Costa, S., Bingham, D. D., & Clemes, S. A. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph192114067 · Cited by 23
“The effectiveness of school-based PA interventions are largely mixed [5], however there is some evidence that school-based interventions incorporating goal setting, action planning, feedback and self-monitoring can increase children’s/adolescent’s PA [6].”
BackgroundSlapšinskaitė, A., Lukoševičiūtė, J., & Šmigelskas, K. (2020) · International Journal of Public Health · doi:10.1007/s00038-020-01473-5 · Cited by 28
Kolovelonis, A., Syrmpas, I., Marcuzzi, A., Khudair, M., Ng, K., Tempest, G. D., Perić, R., Bartos̆, F., Maier, M., Brandes, M., et al. (2024) · BMC Public Health · doi:10.1186/s12889-024-19136-y · Cited by 23
“Other reviews including studies measuring both self-report and device-based PA found a very small positive effect of school-based PA intervention on adolescent girls’ PA [73], negligible effects on MVPA and no effects on total PA in children aged 5 to 18 years [74].”
BackgroundInfluentialLi, Z., Liu, Y., Han, X., & Zhou, Z. (2023) · Frontiers in Physiology · doi:10.3389/fphys.2023.1060216 · Cited by 27
“Furthermore, many current health promotion initiatives for children and adolescents emphasize increasing PA levels, and knowledge of the factors influencing PA levels is limited to psychological, social, and environmental aspects (Dobbins et al., 2013; Gorga et al., 2016; Owen et al., 2017; Messing et al., 2019), omit…”
BackgroundHayba, N., Rissel, C. E., & Allman-Farinelli, M. A. (2020) · Obesity Reviews · doi:10.1111/obr.13109 · Cited by 20
White, K. N., Lubans, D. R., & Eather, N. (2022) · Pilot and Feasibility Studies · doi:10.1186/s40814-021-00964-3 · Cited by 23
“Interventions underpinned by theories of behavior change, and those that have a multi-component design, designed for girls only and delivered in schools, have proven to be the most effective approaches to improving physical activity levels in adolescent girls [77, 79].”
BackgroundAdolescents’ Physical Activity and Depressive Symptoms: A Psychosocial Mechanism
Shen, L., Gu, X., Zhang, T., & Lee, J. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph19031276 · Cited by 21
Anico, S., Wilson, L. J., Eyre, E. L. J., & Smith, E. (2022) · Journal of Sports Sciences · doi:10.1080/02640414.2023.2174720 · Cited by 30
“…motivational benefits in terms of “social status” and “team” were identified, which is promising given that existing research demonstrates social support from friends is important in developing autonomous motivation, which is positively associated with PA participation (K. B. Owen et al., 2017).”
BackgroundArlinghaus, K. R., Ledoux, T. A., & Johnston, C. A. (2021) · Journal of School Health · doi:10.1111/josh.13004 · Cited by 22
Trabelsi, O., Gharbi, A., Masmoudi, L., & Mrayeh, M. (2020) · Acta Gymnica · doi:10.5507/ag.2020.014 · Cited by 17
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“Furthermore, seven studies did not explain their selection of study designs for inclusion in their reviews [16–19, 28, 29, 31].”
InfluentialPrävention und Gesundheitsförderung im Jugendalter
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MURPHY, M. H., O’Kane, S. M., Carlin, A., Lahart, I. M., Doherty, L. C., Jago, R., McDermott, G., Faulkner, M., & Gallagher, A. M. (2024) · International Journal of Behavioral Nutrition and Physical Activity · doi:10.1186/s12966-024-01563-0 · Cited by 15
“Changing physical activity levels among adolescent girls through school-based interventions is challenging, as reported in several systematic reviews and meta-analysis [31, 112, 113].”
BackgroundBurns, R. D., Brusseau, T. A., & Fu, Y. (2018) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph15081764 · Cited by 18
“Most research examining the efficacy of school-based physical activity interventions use the behavior of physical activity as a primary outcome of interest [16,17].”
BackgroundWillis, K., Tibbitts, B., Sebire, S. J., Reid, T., MacNeill, S., Sanderson, E., Hollingworth, W., Kandiyali, R., Campbell, R. M., Kipping, R., et al. (2019) · BMC Public Health · doi:10.1186/s12889-019-7012-x · Cited by 15
Zhang, Y., Davey, C. S., Larson, N., & Reicks, M. M. (2019) · Appetite · doi:10.1016/j.appet.2019.104364 · Cited by 15
McQuinn, S., Belton, S., Staines, A. S., & Sweeney, M. R. (2022) · Pilot and Feasibility Studies · doi:10.1186/s40814-022-01149-2 · Cited by 11
“Previous reviews suggest that multicomponent [16, 19] interventions and interventions that use a theoretical model or framework [18, 19] might be most effective in the promotion of PA for adolescents, with certain intervention strategies, such as after-school PA programmes conducted in the school setting showing poten…”
BackgroundO’Brien, W., Coppinger, T. C., Hogan, I., Belton, S., MURPHY, M. H., Powell, C., & Woods, C. B. (2021) · Journal of Physical Activity and Health · doi:10.1123/jpah.2020-0386 · Cited by 14
The Effects of Park-Based Interventions on Health-Related Outcomes Among Youth: A Systematic Review
Wallace, D. D., Han, B., Cohen, D. A., & Derose, K. P. (2022) · American Journal of Health Promotion · doi:10.1177/08901171221077812 · Cited by 15
Alalawi, A., Blank, L., & Goyder, E. (2023) · PLoS ONE · doi:10.1371/journal.pone.0288135 · Cited by 12
Matheson, E. L., Schneider, J., Gentili, C., Tinoco, A., Silva-Breen, H. L., White, P., LaVoi, N. M., & Diedrichs, P. C. (2023) · International Review of Sport and Exercise Psychology · doi:10.1080/1750984x.2023.2258379 · Cited by 14
“…indicate that theoretical frameworks increase intervention e ff ectiveness (Alleva et al., 2015; Owen et al., 2017; Pearson et al., 2015), some suggest the link between these two variables is weak and requires further consideration (Biddle et al., 2014; Mears & Jago, 2016; Owen et al., 2017).”
InfluentialKurschner, S., Madrigal, L., Chacón, V., Barnoya, J., & Rohloff, P. J. (2019) · Annals of the New York Academy of Sciences · doi:10.1111/nyas.14183 · Cited by 13
Button, B. L. G., Clark, A. F., & Gilliland, J. (2020) · Preventive Medicine Reports · doi:10.1016/j.pmedr.2020.101145 · Cited by 12
Owen, M. B., Kerner, C., Taylor, S. L., Noonan, R. J., Newson, L., Kosteli, M., Curry, W. B., & Fairclough, S. J. (2018) · Children · doi:10.3390/children5090128 · Cited by 9
“This intervention was informed by previous research, underpinned by theory (SDT and SCT) and was multi-component in nature, as recommended to increase adolescent girls’ PA levels [6,37,38].”
Self-citationMorano, M., Robazza, C., Rutigliano, I., Bortoli, L., Ruiz, M. C., & Campanozzi, A. (2020) · Sustainability · doi:10.3390/su12031128 · Cited by 11
Pell, B., Hawkins, J. L., Cannings-John, R. L., Charles, J. M., Hallingberg, B., Moore, G. F., Roberts, J., van Sluijs, E. M. F., & Morgan, K. (2022) · Pilot and Feasibility Studies · doi:10.1186/s40814-021-00961-6 · Cited by 11
“As such, interventions grounded in a theoretical framework designed to influence such factors and choices may be more effective than those with no specified theory [6].”
BackgroundCowley, E. S., Foweather, L., Watson, P. M., Belton, S., Thompson, A., Thijssen, D. H. J., & Wagenmakers, A. J. M. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph19020966 · Cited by 11
James, M., Christian, D. L., Scott, S. N., Todd, C., Stratton, G., Demmler, J. C., McCoubrey, S., Halcox, J., Audrey, S., Ellins, E. A., et al. (2019) · Open Heart · doi:10.1136/openhrt-2019-001147 · Cited by 10
Martín-García, A., & Rico-González, M. (2023) · European Early Childhood Education Research Journal · doi:10.1080/1350293x.2023.2259641 · Cited by 11
“So regarding the relationship between physical education and CC, in a recent meta-analysis the authors concluded that PE has a statistically signi fi cant impact on students ’ cognitive conditions such as academic achievement or intelligence (Owen et al. 2017).”
Guijarro-Romero, S., Mayorga-Vega, D., Viciana, J., Casado-Robles, C., Gråstén, A., & Jaakkola, T. T. (2019) · RICYDE Revista Internacional de Ciencias del Deporte · doi:10.5232/ricyde2020.05907 · Cited by 10
Body image and health-related behaviors among fitspirit participants
Bordeleau, M., Gilbert, J., Alméras, N., Monthuy‐Blanc, J., Gagnon, J., Mathieu, M.-E., & Drapeau, V. (2022) · BMC Public Health · doi:10.1186/s12889-022-14131-7 · Cited by 10
Changes in Lifestyle Habits among Adolescent Girls after FitSpirit Participation
Paiement, K., Drapeau, V., Gilbert, J., Lemoyne, J., Moreau, N., Monthuy‐Blanc, J., Tremblay, J., Marcil, V., & Mathieu, M.-E. (2020) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph17124388 · Cited by 10
Springer, A. E., Harrell, M. B., Gomensoro, L. M., et al. (2019) · Global Health Promotion · doi:10.1177/1757975918813049 · Cited by 9
“These positive yet modest effects of the intervention on self-reported PA in girls and lack of effects for boys are in line with findings from recent reviews that indicate mixed effects of school-based interventions on PA (34) and modest effects on increasing PA in girls (35).”
ResultIndividual Differences in the Effects of Physical Activity on Classroom Behaviour
Heemskerk, C. H. H. M., Šumatić, M., Strand, S., & Malmberg, L. (2022) · Frontiers in Education · doi:10.3389/feduc.2021.812801 · Cited by 8
“Their conclusion that PA interventions for girls yield very small to small effects (Owen et al., 2017) does correspond with the findings of this study, as all effect sizes for girls found here were smaller than d 0.”
BackgroundResultTaylor, S., & Owen, M. B. (2020) · Health Education Journal · doi:10.1177/0017896920959092 · Cited by 9
“Despite this, recent systematic reviews have concluded that school-based PA interventions have had little to no effect on daily PA levels of participating children (Owen et al., 2017; Love et al., 2019).”
BackgroundSelf-citationLeduc, G., Gilbert, J., Ayotte, A., Moreau, N., Drapeau, V., Lemoyne, J., Monthuy‐Blanc, J., Tremblay, J., & Mathieu, M.-E. (2021) · BMC Public Health · doi:10.1186/s12889-021-10200-5 · Cited by 7
“Most studies used accelerometer data to evaluate the impact of their intervention on PA levels and authors used different questions [13].”
BackgroundInfluentialValadi, S., Dehghanizadeh, J., Gabbard, C. P., & Cairney, J. (2025) · BMC Pediatrics · doi:10.1186/s12887-025-05916-x · Cited by 7
Watson‐Mackie, K., Arundell, L., Lander, N., McKay, F. H., Jerebine, A., Venetsanou, F., & Barnett, L. M. (2024) · Journal of Medical Internet Research · doi:10.2196/52302 · Cited by 16
“As previous PA interventions seeking to improve young women’s PA have had limited success, a different approach may be required [2,14,16,17,19-21].”
InfluentialChallenges and barriers in conducting school-based physical activity research: A narrative review
Nagrale, S., & Jiandani, M. (2024) · Journal of Family Medicine and Primary Care · doi:10.4103/jfmpc.jfmpc_364_24 · Cited by 8
Verma, N., Eklund, R. C., Arthur, C. A., et al. (2019) · Journal of Sport and Exercise Psychology · doi:10.1123/jsep.2017-0299 · Cited by 7
Matheson, E. L., Schneider, J., Tinoco, A., Gentili, C., Silva-Breen, H. L., LaVoi, N. M., White, P., & Diedrichs, P. C. (2023) · BMC Public Health · doi:10.1186/s12889-023-16360-w · Cited by 6
The Feeling of Pleasure for Overweight Children during Different Types of Physical Activity
Hawani, A., Chikha, A. B., Souissi, M. A., Trabelsi, O., Mrayah, M., Souissi, N., Marsigliante, S., & Muscella, A. (2023) · Children · doi:10.3390/children10091526 · Cited by 12
“Indeed, conventional physical activities are characterized by being less socially interactive and less autonomous for overweight children during physical education sessions [62].”
dos Santos, S. F. D. S., Bordin, D., de Souza, E. F. D., & Júnior, I. F. F. (2019) · Contemporary Clinical Trials Communications · doi:10.1016/j.conctc.2019.100505 · Cited by 10
“Also, interventions that are evidence-based [23], and that incorporate appropriate behavioral change techniques [24] seem to be more effective at improving MVPA levels among children and adolescents.”
BackgroundModerators in a physical activity intervention for adolescent girls
Robbins, L. B., Ling, J., & Wen, F. (2020) · Pediatric Research · doi:10.1038/s41390-020-0818-5 · Cited by 8
Peer influence on adolescents' physical activity: A dual‐process perspective
Nie, X., Zhou, Y., Pan, S., Lin, Y., Cao, R., Liu, J. Z., & Zhang, Y. (2025) · Applied Psychology Health and Well-Being · doi:10.1111/aphw.70042 · Cited by 6
Sevil‐Serrano, J., Abós, Á., González, L. M. G., Solana, A. A., & Montañés, L. S. (2020) · Cultura Ciencia y Deporte · doi:10.12800/ccd.v15i46.1601 · Cited by 11
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“Healthcare and education policymakers could utilize TTT interventions to potentially nurture healthier adolescents and, consequently, societies.”
BackgroundJames, M., Christian, D. L., Scott, S. N., Todd, C., Stratton, G., Demmler, J. C., McCoubrey, S., Halcox, J., Audrey, S., Ellins, E. A., et al. (2019) · BMJ Open · doi:10.1136/bmjopen-2018-025618 · Cited by 11
Healthcare associated infections
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Healthier Lifestyle for Girls Who Accumulate More Years in the FitSpirit School-Based Intervention
Guimarães, R. D. F., Gilbert, J., Drapeau, V., & Mathieu, M.-E. (2020) · American Journal of Lifestyle Medicine · doi:10.1177/1559827620964764 · Cited by 4
Ferriz, R., Jiménez-Loaisa, A., González‐Cutre, D., Romero-Elias, M., & Beltrán‐Carrillo, V. J. (2021) · Journal of Teaching in Physical Education · doi:10.1123/jtpe.2020-0130 · Cited by 7
Metadata
- Authors
- Owen, M. B., Curry, W. B., Kerner, C., Newson, L., & Fairclough, S. J.
- Affiliations
- Edge Hill University (GB)
- Brunel University of London (GB)
- Liverpool John Moores University (GB)
- Corresponding author
- Owen, Michael B.
- Venue
- Preventive Medicine
- Publisher
- Elsevier BV
- Published
- 2017-12
- Volume
- 105
- Pages
- 237-249
- ISSN
- 0091-7435 (ISSN-L)
- OpenAlex
- W2759514624
- Semantic Scholar
- f5cac54bc86ac5fadc6ebf0610b7770bd78ce25a
- Cited by
- 280
- References
- 72
- Citations by year
- 2026: 9 · 2025: 10 · 2024: 23 · 2023: 21 · 2022: 32 · 2021: 26 · 2020: 131 · 2019: 20 · 2018: 8
- FWCI
- 5.33
- Type
- journal article
- Language
- en
- Open access
- Locations
- Preventive Medicine (publishedVersion)
- PubMed (publishedVersion)
- Liverpool John Moores University (acceptedVersion)
- Arrow@dit (Dublin Institute of Technology) (acceptedVersion)
- Brunel University Research Archive (BURA) (Brunel University London) (submittedVersion)
- Figshare (submittedVersion, cc-by-nc-sa)
- Edge Hill University Research Information Repository (Edge Hill University) (submittedVersion, cc-by-nc-nd)
- Edge Hill University (submittedVersion)
- University of Limerick Institutional Repository (University of Limerick) (submittedVersion, cc-by-nc-sa)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Physical Activity and Health
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Obesity, Physical Activity, Diet
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › School Health and Nursing Education
- Keywords
- school-based intervention, physical activity, adolescent girls, physical activity promotion, multicomponent intervention, theory-based intervention, intervention effectiveness, risk of bias, transition to adolescence
- MeSH terms
- Adolescent, Adolescent Behavior, Health Promotion, Humans, Schools, Health Behavior, Exercise
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