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Intervention effects on adolescent physical activity in the multicomponent SPACE study: a cluster randomized

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This study found no overall effect of a school-based intervention on adolescent physical activity (PA). However, the intervention positively impacted PA during recess, suggesting targeted environmental changes may be beneficial.

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Area of Science:

  • Public Health
  • Pediatrics
  • Exercise Science

Background:

  • Adolescent physical activity (PA) declines with age, necessitating effective interventions.
  • Multicomponent school-based interventions show potential but lack consistent evidence for non-curricular and environmental strategies.
  • This study addresses the need for evidence on school environment interventions to mitigate age-related PA decline in adolescents.

Purpose of the Study:

  • To assess the effectiveness of a multicomponent, environmental school-based intervention designed to reduce the age-related decline in physical activity (PA) among adolescents.
  • To evaluate the intervention's impact on overall PA, time spent in moderate-to-vigorous physical activity (MVPA), and sedentary time.
  • To examine secondary outcomes related to PA during school time and recess.

Main Methods:

  • A cluster randomized controlled trial involving 14 schools (7 intervention, 7 control) in Southern Denmark.
  • 1,348 students (aged 11-13 years) were enrolled, with 797 completing the 2-year follow-up with valid accelerometer data.
  • The intervention included 11 components focused on organizational and physical changes within the school environment, with PA measured using accelerometers (Actigraph GT3X).

Main Results:

  • No significant difference was observed in overall physical activity (PA) between intervention and control groups (adjusted difference: -19.1 cpm).
  • No significant difference was found for PA during school time (adjusted difference: 6 cpm).
  • A significant positive intervention effect was found for PA during recess (adjusted difference: 95 cpm).

Conclusions:

  • The non-curricular, multicomponent school-based intervention did not demonstrate an overall effect on PA in Danish adolescents.
  • A positive association was observed for PA during school time and recess, though effect sizes were small.
  • Lack of overall effect may be attributed to program theory or variations in implementation fidelity.