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Objectively assessed school-based intervention to reduce children's sedentary time: a systematic review
Bernal Caroline Maité Marie1, Lhuisset Léna1, Fabre Nicolas1
1Laboratoire Mouvement Equilibre, Performance & Santé (MEPS, EA 4445), Université de Pau & Pays Adour, Tarbes, France.
Health Promotion International
|October 25, 2023
Summary
School-based interventions effectively reduce children's sedentary time (ST). Multi-component strategies, particularly those involving sit-to-stand desks and teacher training, show the most promise for limiting ST in schools.
Area of Science:
- Pediatrics
- Public Health
- Educational Interventions
Background:
- Childhood sedentary time (ST) is increasing, necessitating effective interventions.
- School-based programs offer a critical opportunity to teach children ST reduction strategies.
- Previous reviews indicated multi-component interventions were more effective than single-component ones.
Approach:
- Systematic review of school-based ST interventions published August 2015–August 2023.
- Inclusion of studies with objective ST measures, adhering to PRISMA guidelines.
- Analysis of 18 studies to update the evidence on intervention effectiveness.
Key Points:
- 11 out of 18 studies (61.1%) reported significant positive results in reducing ST.
- Multi-component interventions (63.7%) were slightly more effective than single-component interventions (57.1%).
- Sit-to-stand desks (100% effectiveness) and teacher training (77.8%) were the most successful components.
Conclusions:
- School-based interventions are effective in reducing childhood sedentary time.
- Combining sit-to-stand desks and teacher training presents a highly promising strategy for ST reduction in schools.
- Further research is needed to optimize the integration of sit-to-stand desks and adapt curricula within the school environment.
