OBJECTIVES: This study sought to determine the population effects of both classroom-based and risk-based interventions designed to reduce cardiovascular disease risk factors in children. METHODS:Elementary school children (n = 2109; age range: 7-12 years) were randomized by school to a classroom-based intervention for all third and fourth graders, a risk-based intervention only for those with 1 or more cardiovascular disease risk factors, or a control group. The 8-week interventions involved both knowledge--attitude and physical activity components. RESULTS: School-level analyses showed that physical activity in the risk-based group and posttest knowledge in the classroom-based group were significantly higher than in the control group. With regard to trends shown by individual-level analyses, cholesterol dropped more in the classroom-based than in the control group, and skinfold thickness decreased 2.9% in the classroom-based group and 3.2% in the risk-based group (as compared with a 1.1% increase in the control group). CONCLUSIONS: Both classroom-based and risk-based interventions had positive effects on physical activity and knowledge, with trends toward reduced body fat and cholesterol. However, the classroom-based approach was easier to implement and evidenced stronger results than the risk-based intervention.
RCT Entities:
OBJECTIVES: This study sought to determine the population effects of both classroom-based and risk-based interventions designed to reduce cardiovascular disease risk factors in children. METHODS: Elementary school children (n = 2109; age range: 7-12 years) were randomized by school to a classroom-based intervention for all third and fourth graders, a risk-based intervention only for those with 1 or more cardiovascular disease risk factors, or a control group. The 8-week interventions involved both knowledge--attitude and physical activity components. RESULTS: School-level analyses showed that physical activity in the risk-based group and posttest knowledge in the classroom-based group were significantly higher than in the control group. With regard to trends shown by individual-level analyses, cholesterol dropped more in the classroom-based than in the control group, and skinfold thickness decreased 2.9% in the classroom-based group and 3.2% in the risk-based group (as compared with a 1.1% increase in the control group). CONCLUSIONS: Both classroom-based and risk-based interventions had positive effects on physical activity and knowledge, with trends toward reduced body fat and cholesterol. However, the classroom-based approach was easier to implement and evidenced stronger results than the risk-based intervention.
Authors: Margarita S Treuth; Kathryn Schmitz; Diane J Catellier; Robert G McMurray; David M Murray; M Joao Almeida; Scott Going; James E Norman; Russell Pate Journal: Med Sci Sports Exerc Date: 2004-07 Impact factor: 5.411
Authors: Dennis M Styne; Silva A Arslanian; Ellen L Connor; Ismaa Sadaf Farooqi; M Hassan Murad; Janet H Silverstein; Jack A Yanovski Journal: J Clin Endocrinol Metab Date: 2017-03-01 Impact factor: 5.958
Authors: Tamara Brown; Theresa Hm Moore; Lee Hooper; Yang Gao; Amir Zayegh; Sharea Ijaz; Martha Elwenspoek; Sophie C Foxen; Lucia Magee; Claire O'Malley; Elizabeth Waters; Carolyn D Summerbell Journal: Cochrane Database Syst Rev Date: 2019-07-23
Authors: Trish Gorely; Mary E Nevill; John G Morris; David J Stensel; Alan Nevill Journal: Int J Behav Nutr Phys Act Date: 2009-01-21 Impact factor: 6.457