Story, 19998
|
12 |
Among schools, the efforts to promote physical activity and healthy diet should be part of a coordinated comprehensive health program. The inclusion of both primary and secondary interventions in a large school health program is recommended. |
Campbell et al., 20016
|
7 |
Two of the long-term studies (one with PA + NE focus against control, and the other only NE versus control) resulted in reduction in the prevalence of obesity. |
Baranowski et al., 20027
|
20 |
In successful interventions, program implementers were not classroom teachers, targeting the interventions to pre-adolescents and adolescents’ groups. However, interventions were intuitively designed and developed, without a theoretical basis. |
Budd & Volpe, 200612,a
|
12 |
Greater effectiveness observed in the samples of older children, providing new perspectives on curriculum, designed with the purpose of changing behavior. Physical education classes must be culturally appropriate to the habits practiced outside the school environment, such as active video games. |
Cole et al., 200613,a
|
10 |
The Social Cognitive Theory of Bandura was used in eight of ten included studies. This theory and the role of social learning are useful in planning interventions to prevent and treat overweight in childhood. |
Doak et al., 200611
|
25 |
17 of the 25 interventions showed statistically significant results in lowering BMI. The authors suggest that these proposals can be developed on a large scale and offered for a longer period of time. |
Sharma, 200610
|
11 |
Most interventions aimed at short-term changes immediately after the intervention. In total, the interventions resulted in modest changes in relation to behavior and mixed results on the obesity indicators. High heterogeneity in relation to the measure standards. |
Flodmark et al., 200614,b
|
10 + 14 |
Permanent long-lasting community interventions that promote PA and NE are likely to have more powerful effects than the effects demonstrated for proposals limited to the school environment. |
Lissau, 200715
|
14 |
Half of the studies showed positive effects on reducing obesity. A wide variation in sample characteristics and in theoretical basis of the studies was observed. |
Sharma, 200716
|
21 |
Nine interventions were longer than one school year. Approaches involving parents showed positive results regarding measures of obesity. |
Kropski et al., 200817
|
14 |
Only four of the 14 studies were rated as high quality. Methodological concerns and the small number of publications limits the formulation of inferences about the effectiveness of school interventions. |
Li et al., 200818
|
22 |
Most studies showed beneficial effect of the intervention on one or more outcomes, but all studies had methodological problems. In this sense, the authors highlight the high risk of influence of publication bias. |
Shaya et al., 200819
|
51 |
13 of the 15 intervention studies reported positive results in some or all quantitative measures. This evidence raises the potential of PA as an element of prevention and reduction of obesity in children. |
Brown & Summerbell, 200920,c
|
15 + 28 |
The results are inconsistent, but generally suggest that PA and NE interventions can control overweight in the long term. |
Dobbins et al., 200921
|
26 |
Four of 14 studies reported positive effects on BMI, with intervention time >nine months. The ten studies that reported no effect on BMI had similarities in combined interventions within the period of time. |
Jaime & Lock 200922
|
18 |
Some current school policies have been effective in improving the food environment and dietary intake in schools, but there is little evaluation of their impact on BMI. |
Katz, 200923
|
18 |
Even with great variability in the measures, methods, and populations, the evidence clearly demonstrated that school interventions had a statistically significant effect in reducing obesity. |
Pérez-Moralez et al., 200924
|
10 |
Most studies did not show a statistically significant reduction in BMI. However, a positive impact on lifestyle was observed in many studies, such as increased consumption of fruits and vegetables and reduced consumption of soft drinks. |
Zenzen & Kridli, 200925,a
|
16 |
NE was shown to be an effective method in changing eating habits at school. A program that includes the promotion of healthy lifestyle supported by strong parental influence is also crucial. |
Brandt et al., 201027
|
22 |
School interventions that combine PA and NE were effective, especially in interventions lasting more than one year. |
Van Cauwenberghe et al., 201028
|
42 |
Regarding the magnitude of effects in children, multicomponent interventions aiming at the intake of fruits and vegetables showed strong evidence. In adolescents, educational interventions on behavior showed moderate evidence and multicomponent programs in behavior showed limited evidence. |
De Bourdeaudhuij et al., 201129
|
11 (27 articles) |
Considering the obesity reduction in European children and adolescents, the combination of educational and environmental components may be preferable in interventions in PA and NE. Results of customized educational programs via computer in adolescents are promising. |
Sharma, 201130
|
25 |
Most interventions combined PA and NE strategies, and were implemented by teachers. In terms of activities, almost all interventions had a curricular component, and sought the involvement of parents/family. |
Silveira et al., 201131
|
24 |
The main characteristics of interventions with positive results: duration >1 year, introduction of the proposal in regular school activities, parent involvement, permanent offer of NE in curriculum, and supply of fruits and vegetables by school food services. |
Yildirim et al., 201126
|
6 |
Inconsistent results and the small number of statistically significant effects made the result inconclusive. However, gender (female) and unfavorable values at baseline are the most prominent moderators on the effects of the intervention. |
Johnson et al., 201232
|
7 |
All studies reported benefits in health behaviors and/or anthropometric measurements. Effectiveness was observed when the program objectives were specific, with extended action into the community. |
Krishnaswami et al., 201233
|
16 |
Seven of the 12 anthropometric studies outcomes had at least one positive result. |
Van Lippevelde et al., 201234
|
5 |
Results differ as to parental involvement in health behaviors of children. Interventions that predict parental involvement should include different strategies and approach different determinants and practices. |
Verstraeten et al., 201235
|
25 |
Eight of the 12 studies reported statistically positive effect in reducing BMI. The authors observed the potential of the school environment to improve feeding behavior and PA by promoting the maintenance of a healthy weight. However, the need for further reviews and better designed studies is observed. |
Lobelo et al., 201336
|
10 |
The most successful interventions had primary focus, time longer than six months, involvement of teachers and health professionals, better study designs, and fewer limitations on performance. |
Quitério, 201337
|
27 |
The results of the interventions in PE related to health showed positive and consistent results. However, a considerable number of these interventions did not obtain a reduction in BMI, body fat measures and %BF. |
Holub et al., 201438
|
15 |
Interventions involving Latin populations had inconclusive results. Apart from the deep involvement of appropriately conducted studies, few had significant results in relation to obesity after follow-up. |
Kelishadi & Azizi-Soleiman 201439
|
32 |
School-based interventions can have lasting results in larger groups. Compared to interventions conducted in other environments, the school was the most favorable place for the development of strategies aimed at reducing overweight/obesity, especially when they involve the family. |