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Lessons learned from school-based skeletal loading intervention trials: putting research into practice.

Julie M Hughes1, Susan A Novotny, Rachel J Wetzsteon

  • 1School of Kinesiology, University of Minnesota, Minneapolis, Minn., USA.

Medicine and Sport Science
|May 17, 2007
PubMed
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School-based physical activity interventions effectively improve bone development in children and adolescents. Optimal results are achieved with dynamic, multidirectional movements during early puberty.

Area of Science:

  • Pediatric Bone Health
  • Exercise Science
  • Public Health Interventions

Background:

  • Growing evidence supports school-based physical activity interventions for bone health.
  • Previous trials explored varied durations, frequencies, and settings for these interventions.

Purpose of the Study:

  • To review training principles and lessons learned from school-based skeletal loading interventions.
  • To provide practical guidelines for optimizing bone health in children and adolescents.

Main Methods:

  • Analysis of existing school-based physical activity intervention trials.
  • Focus on intervention characteristics (duration, frequency, type of activity).
  • Consideration of optimal timing (prepuberty, early puberty) and activity design (dynamic, multidirectional, rest intervals).

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Main Results:

  • School-based skeletal loading interventions are effective, safe, and feasible.
  • Interventions are most impactful when started during prepuberty/early puberty.
  • Dynamic, high-magnitude, multidirectional activities, potentially with rest intervals, enhance bone health benefits.

Conclusions:

  • School-based interventions are a viable strategy for enhancing childhood and adolescent bone development.
  • Practical guidelines and sample programs can aid healthcare professionals in implementing these interventions.
  • Optimizing bone health through targeted physical activity is crucial for long-term skeletal well-being.