Table 4 Intervention characteristics and study findings
Author, year | Intervention group | Control group | Period | Outcome measure | Effects and effect sizes (d) |
|---|---|---|---|---|---|
Angerer et al., 2015 [36] | “Fit4U”: intensive nutrition counselling, sports facilities, life-skills training, and introduction of health lessons into compulsory education in VET school, provision of sports equipment during breaks; behavior- and environment-oriented measures; multi-behavior (PA, nutrition, life-skills training) | no intervention offered | 2 years | PF: BMI, cardiopulmonary fitness PP: sugar and fat metabolism PsF: psychological aspects related to mental health | no significant changes |
Braun et al., 2014 [37] | one hour of individually adapted circuit training with endurance and strength training components once a week; single behavior (PA only) | compulsory physical education | 1 year | PF: aerobic step test, coordination, flexibility, BMI; PP: blood pressure, heart rate; PsF: self-rating of physical and mental health characteristics | PF: significant increase in the number of steps (dcorr = 1.17) and duration of the step test (dcorr = 0.74) |
Chen et al., 2001 [38] | Health Promotion Counselling: total of 8 h of whole group education (nutrition behavioral change, exercise behavior modifications, instruction on physiological side effects of being overweight and the benefits of weight reduction, life appreciation, interpersonal support and stress management – 2 h each), additional 12 h of small-group health promotion counselling; multi-behavior (PA, nutrition) | no control group | 1 year | PA: exercise behavior PF: body weight, WLI PP: blood pressure, HDL, LDL, TG, TC | PA: significant increase in PA level (d = 0.74) PF: significant decrease in body weight (d = 0.21) and WLI (d = 0.28) PP: significant decrease in systolic pressure (d = 0.87), HDL (d = 0.77) and TC (d = 0.26) |
Hankonen et al., 2017 [39] | “Let’s Move It”: 6 h of group-based intervention for students, two 2-h training workshops for teachers to reduce their students’ sitting in class, physical choice architecture (providing PA equipment to enable light PA in classrooms); individual and environmental changes; participatory approach involving stakeholders in stepwise intervention development; single behavior (PA only) | standard care, i.e., normal curriculum plus a leaflet on recommendations for youth PA | 5 weeks | PA: moderate-to-vigorous PA PF: body composition PsF: self-reported use of behavior change technique | PsF: significant increase in use of behavior change technique (0.74 < dcorr < 0.90) |
Lee et al., 2011 [40] | “SPAA-G”: original content and activity in a physical education class, plus school-based PA intervention for adolescent girls program, combining the theoretical foundation of self-efficacy theory and provision of a pedometer; single behavior (PA only) | original content and activity in a physical education class | 12 weeks | PA: aerobic step test PF: cardiopulmonary endurance PsF: perceived self-efficacy | PA: significant increase in the number of steps (dcorr = 0.78) |
Sickinger et al., 2018 [41] | 12 theoretical and practical teaching units between 65 and 90 min each on the topics of nutrition, alcohol and nicotine consumption, and PA during VET; participatory approach involving 6 focus groups in the sensitization unit; multi-behavior (PA, nutrition, alcohol and nicotine consumption) | no control group | 11 months | PA: at least 1 h of PA per day PsF: general self-effectiveness expectations | PsF: significant increase in general self-effectiveness expectations (d = 0.27) |
Spook et al.,2016 [42] | “Balance It”: serious self-regulation game designed to target dietary intake and PA; this tailored, interactive multimedia game could be played at any time and place desired on a daily basis, entailing a combination of behavior change techniques derived from self-regulation theory with serious game elements; multi-behavior (PA, nutrition) | waiting list control group: no intervention between measures | 4 weeks | PA: moderate PA, vigorous PA, active transport PsF: determinants of PA | no significant changes |
Verloigne et al.,2017 [43] | specific interventions were developed by a co-creation group; several co-creation sessions during lunch break (about 50 min); group brainstormed on what it could do to change specific behaviors and ascertain what might be relevant for the girls in their school; co-creational approach; single behavior (PA only) | control schools did not receive any information on PA or health outside the normal curriculum | 6 months | PA: time spent in PA PsF: self-efficacy, perceived benefits of PA, perceived barriers to be physically active | PA: significant increase in extracurricular sports participation (d = 0.19) PsF: significant intervention effect on self-efficacy (d = 0.63) |
Walter et al.,2013 [44] | aerobic endurance intervention: instructed outdoor running training twice a week; initial duration of 30 min was increased continuously to 60 min over 10 weeks; single behavior (PA only) | instructed not to alter their PA and exercise patterns during the control period | 10 weeks | PA: mean activity intensity PF: aerobic endurance capacity PsF: mood state | PA: significant change in mean activity intensity (d = 0.87) PF: significant change in aerobic endurance capacity (1.03 < d < 1.40) |