Reference: first author, year & study type | Sample size, schools (n), students (n) | Population age (mean (SD) or range), sex (% female), SES, ethnicity, geographic location | Aim, study groups included in analysis | Recruitment method, response rate (%) | Outcome measures | Measure of MVPA | PE lesson delivery, season/month & year | Number of PE classes observed, minutes | PE activities |
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Middle Schools | |||||||||
Barroso et al. 2009 [36] Cross-sectional study | Schools: 17 middle schools Students: 6th – 8th grade, number of students NR | Age, sex, ethnicity, SES NR Texas-Mexico border, USA | To assess awareness/adherence to Senate Bill 42, & to assess the impact of Senate Bill 42 on the frequency/quality of structured PA, & prevalence of child self-reported PA behaviours & child overweight along the Texas-Mexican border a Group A = subsample of 17 schools on Texas-Mexico border | A subsample (17/112) of 2004/05 SPAN middle schools in 4 Texas-Mexico border metro areas (based on probability sampling). Response rate: NR | Awareness of & adherence to Senate Bill 42, self-report PA & SSR, PE class attendance, MPA, VPA, height, weight, BMI, behavioural characteristics | SOFIT | PE instructors, Female & Male Spring 2007/08 | ≤3 PE lessons observed per school (1 observation per 6th, 7th & 8th grade); classes could be mixed; total = 46 | NR (mainly indoor activities) |
Coe et al. 2006. [32] RCT | School: 1 public school Student: 214 6th grade students | 11.5 ± 0.4 years (range 10–12.8 years); 51% boys, 49% girls; 68% White, 10–14% Hispanic, 3–4% Black, 3-6% Asian, 12% other ethnicity. SES NR Western Michigan, USA | To determine the effect of PE class enrolment & physical activity on academic achievement in middle school children Group A = all PE lessons (no control) | Recruitment: students recruited within school, consent forms sent to parents on first day of school Response rate = 36.8% students (229/622). 93.4% (214/229) completed data collection | Academic achievement, %MPA & %VPA in PE lesson, habitual PA/day, height, weight, BMI | SOFIT | 2 PE teachers in the school | 8 lessons observed (each teacher (2) observed 4 times throughout the year), 55 min classes/day | NR |
Fu et al. 2013 [27] Non-randomised trial | School: 1 urban middle school, 7th–8th grade Students: 61 students | 12.6 (0.6) years; 41% male. Ethnicity & SES NR Mountain West region, USA | To examine the effects of a health-related physical fitness-based basketball program on middle school students’ in-class physical activity, perceived competence, & enjoyment as compared to the effects on those study variables shown by a control group participating in the traditional approach basketball unit Group A = baseline results of Health related physical fitness basketball unit; Group B = Baseline results of Traditional approach basketball unit | Recruitment: students recruited within school, parents/guardians provided informed written consent Response rate: NR | In-class PA, perceived competence, children’s enjoyment | Pedometer | PE teacher, master’s degree in PE, 30 min training on study protocol (rationale, hands on experience of implementing strategies) | 1 × 50 min PE session class/week for 6 weeks (only baseline data included in this analysis) | Basketball. Included aerobic & static/dynamic warm-up (5 min), skill related drills (15 min), game-play (30 min) |
Gao et al. 2011 [37] Cross-sectional Study | School: 1 suburban public school, 6-8th grade Students: 149 students, 10–14 years old | 12.48 (1.02) years; 50% male; 19.81 kg/m2; 22% overweight/obese; 89.3% Caucasian, 7.4% African American, 2% Asian American, 1.3% Hispanic American; mostly middle to high SES families; 28.9% from 6th grade, 36.2% from 7th grade, 34.9% from 8th grade Southern USA | To identify the percentages of students are overweight & obese based on BMI; students’ PA levels in PE as measured by accelerometers; to determine if there are significant differences in students’ PA levels across different BMI groups (healthy weight vs overweight/obese) Group A = all PE lessons (total); then results by weight status (healthy weight & overweight/obese) | Recruitment: recruited within school, permission obtained from participants & parents/guardians Response rate: NR | BMI, MVPA in PE class | Accelerometer | 3 PE lessons, Taught by PE teachers, teaching on alternate days | 2 or 3 ×90 min PE classes/week | Catch-ball, walking/jogging, line dancing, soccer, table tennis. PE time included warm-up routines, activities & games. All classes ended with a lesson assessment |
Liu et al. 2013 [34] Non-randomised trial | Schools: two middle schools, 6th grade Student: 247 students; PE4Life = 154 (80 boys, 74 girls), Traditional = 93 (37 boys, 56 girls) | 11.58 ± 0.61 & 11.40 ± 0.46 years (mean age of 2 groups); 47.4% male; median income of groups ~ $30,000; >95% white ethnicity Region NR, USA | To compare health-related physical fitness of 2 samples of 6th grade student enrolled in 2 different PE programs (PE4life Program & a traditional PE program), which were in striking contrast in their MVPA levels in PE class Group A = traditional PE program | Recruitment: all 6th graders from 2 schools invited to participate Response rate: NR | MVPA in PE lessons, % body fat, BMI, progressive aerobic cardiovascular endurance run, fitness test | SOFIT | PE specialists, 9 years of experience, aged 36–52 years old | 43 lessons observed at each school, 90 min PE/week | PE4life Program: Individual/lifetime sports & strength/fitness activities Traditional PE program: competitive team sports & other PA |
McKenzie et al. 2006 [29] RCT | Schools: 36 public schools, 6 field sites Students: mean (SD) 1027 (285) students/school | 100% girls; 47% non-white. 34% received free or low cost meals. Age & SES NR. Multi-site, USA | To assess girls’ PA in middle school PE as it related to field site, lesson context & location, teacher gender, & class composition Group A = baseline value from the TAAG study schools | Recruitment: Schools participating in TAAG Response rate: NR | MVPA in PE lessons, lesson context, activity promotion | SOFIT | 60% taught by female PE teachers Jan-May 2003 | 431 lessons (70–74 per site). Mean lesson length 37.3 ± 9.4 min. 30 students/class 83% in co-educational format. Observations occurred over 3 days/school | NR 65% held indoors |
Springer et al. 2013 [38] Group randomized Serial Cross-sectional Study | School: 30 public middle schools, 6th-8th grade (MVPA collected in subsample of 21 schools) Students: NR, only 6th - 7th grade students provided data on MVPA in PE lessons | Whole sample (6th-8th grade) demographics - 13.9 years; 51.2% female; 37.9% overweight & 19.2% obese; 51.9% Hispanic, 25.1% White, 13.2% African American; 58.7% economically disadvantaged Texas, USA | The 3.5 year CATCH Middle School Project aimed to promote PA, healthy eating, & obesity prevention among year 6–8 middle school students & their families. The evaluation aimed to observe changes in energy balance behaviours based on exposure to CATCH over 3.5 years Group A = baseline data from a subsample of 21 schools | Recruitment: 30/32 eligible public schools selected from 5 central Texas independent school districts. Students recruited through verbal & written invitation in core classes. Student assent & parent passive/active consent. Response rate: 100% (30/30) schools agreed to participate, 72% students (2,841/3,944) participated at baseline | BMI, 7-day PA, sedentary behaviour, MVPA in PE lessons, dietary behaviours, related psychosocial constructs including social support, home availability & accessibility of fruit & vegetables | SOFIT | PE teachers | 84 observations from 21 schools, 4 randomly selected PE classes (2 × 6th grade & 2 × 7th grade classes) | NR |
High Schools | |||||||||
Bronikowski et al. 2005 [23] Non-randomised trial | School: 1 junior school Students: NR, 4 children measured per PE class | 13 years. Sex, ethnicity & SES NR Poznan, Poland | To analyse & present differences between the 2 Polish systems of physical education (3 PE classes/week & 4 PE classes/week) Group A = 3 PE classes/week; Group B = 4 PE classes/week | Recruitment: students recruited within school, parents provided informed consent Response rate: NR | Health related fitness (volume & intensity of PA in PE classes) | HR monitoring | Two PE class schedules of 3 & 4 lessons of PE per week, 45 min each 2002–04 | First half of 2002/03 4 PE classes per week (71 classes) Second half of 2003/04 3 PE classes per week (78 classes); separate classes for boys & girls | Athletics, basketball, volleyball, gymnastics, gymnastics jumps, table tennis, motor fitness tests, aerobic, football, other team sports (e.g., floor ball & soft ball) |
Chow et al. 2009 [45] Cross-sectional Study | Schools: 30 schools (6% of the countries co-educational school, 10% of boys only & 10% of girls only schools) Students: NR. Class size 5–55, mean 32.8 (9.01) | 63 classes in 7th grade 49 classes in 8th grade 62 classes in 9th grade 42 classes in 10th grade 6 classes in 11th grade 16 classes in 12th grade Class size = 32.8 (9.01) students. Age, Sex, SES & ethnicity NR Hong Kong Island, Kowloon, New Territories, Hong Kong | To measure student physical activity, lesson context, & teacher behaviour during physical education lessons in a representative sample of secondary schools in Hong Kong, & assess the influence of class gender composition & other environmental factors (e.g., lesson location, activity areas size, class size) on students’ physical activity levels during those lessons Group A = all PE lessons (no intervention) | Recruitment: NR Response rate: NR | Student PA, lesson context, teacher behaviour | SOFIT | 65 PE specialists (38 men, 27 women), mean (SD) age 34.4 (8.5) years old, teaching experience 12 (8.4) years December 2005-May 2006 | 238 observations each from 123 classes (mean time 57.1 min, range 19–100), randomly selected days | Team activities/sports (basketball, soccer, volleyball, team handball, rugby) individual activities/sports (gymnastics, badminton), expressive activities (dance, rope skipping), other content (fitness training, physical fitness), free play activities |
Conley et al. 2011 [26] Pre-post intervention trail | School: 2 co-educational Year 7 PE classes Students: 37 participants | 12.6 ± 0.4 years; 40.5% males. SES & ethnicity NR Victoria, Australia | To explore whether children can identify time spent in MVPA, & investigate whether heart rate biofeedback would improve children’s ability to estimate time spent in MVPA Group A = results from 1 pre-intervention lesson | Recruitment: students recruited within school, children & their legal guardians provided written informed consent Response rate: NR | Heart rate measured minutes MVPA, height weight, self-estimated time in MVPA | HR monitoring | PE teachers, responsible for lesson planning & delivery, lesson & teaching variation controlled by combing 2 PE classes for the study Term II (Apr-Jun) during schools recreational fitness PE unit | 1 × 70- min pre-intervention PE lesson (~55 min practical PE) included in this analysis; Overall 8 PE lessons monitored over 7 weeks (3 lesson scheduled per 2 weeks) | Circuit lesson: 10 min warm up game, circuit activity stations (running, jumping, hopping, stepping) |
Dudley et al. 2012a [39] & Dudley et al. 2012b [40] Baseline cross-sectional study/Longitudinal study | School: 6 schools (2 co-educational, 2 boys-only, 2 girls-only), Year 7 PE classes at baseline, Year 8 PE classes at 1 year follow-up Student: NR, 4 children per class (n = 81 lessons at baseline; 51 at follow-up) randomly selected to be observed | 12.8 (0.5) years; 55% girls; 38% spoke English as main language at home; 60% resided in suburbs in the 5 deciles of greatest socioeconomic disadvantage. Ethnicity NR South-West Sydney, NSW, Australia | Dudley et al. 2012a - To determine the levels of PA, lesson context & teacher interaction students receive during PE in secondary schools in NSW, Australia Dudley et al. 2012b - To examine the percentage of class time spent participating in PA, lesson context & teacher interaction during secondary school PE & how those variables changed over time from Year 7 to Year 8 Group A = baseline Year 7 results; Group B = follow-up Year 8 results | Recruitment: Collected from PALDC project. School identified by NSW Department of Education & Communities (high & linguistically diverse backgrounds). All identified schools/Year 7 students invited to participate (follow-up in Year 8) Response rate: >99%, 658 students consented to demographic data taken; 504 (77%) at follow-up | PA levels, lesson instruction content, school type | SOFIT | All PE teachers at the 6 schools, PE teachers given <1 week noticed of PE lesson to be monitored, mean of 24 students/class Baseline Jul-Dec 2008; Follow-up Jul-Dec 2009 | 81 PE lessons monitored at baseline over 5 months (3 randomly selected PE lessons on 3 separate days for each class at each school), 51 PE lessons monitored at follow-up | NR |
Fairclough et al. 2005 [12, 19]& Fairclough et al. 2006 [20] b Quasi-experimental RCT | School: 1 c-educational high schools, 2 Year 7 girls PE classes (30 students each) Students: 33 girls consented (11–12 years old), data analysed on 26 girls, 4 girls/class monitored with SOFIT | ~12.4 ± 0.3 years; 100% girls. ethnicity & SES NR Merseyside (North-West England), England | Fairclough et al. 2005 - To examine whether a teaching intervention could enhance girls’ physical education levels. To assess whether the intervention compromised the attainment of planned lesson objectives, & levels of intrinsic motivation & perceived competence Fairclough et al. 2006 - To increase cardio respiratory health-enhancing physical activity levels during girls’ gymnastics lessons by manipulating the lesson contexts & teacher behaviours, & to achieve this without compromising other planned lesson objectives Group A = baseline intervention data; Group B = baseline control data | Recruitment: students recruited within school, informed written consent provided Response rate: 55% of students (33/60) | Anthropometric, PA levels in PE, psychological characteristics (intrinsic motivation & perceived competence), teacher evaluations | SOFIT & HR monitoring | 1 male & 1 female specialist physical education teachers, > 4 years teaching experience, teachers took usual class | 1 × 2 h period/week, classes taught in mixed-ability, single sex groups (30–32 students per class). Actual lesson length 82.4 min (control) & 76.0 min (intervention). 6 unit lesson observed in the intervention & control groups. Only 1 baseline lesson for intervention & control groups included in this analysis | Gymnastic lessons |
Ferriera et al. 2014 [24] Cross-sectional study | Schools: 3 Portuguese public schools Student: 191 students (12–17 years old) | 14.55 ± 1.79 years; 51% male. SES & ethnicity NR Castelo Branco district, Portugal | To determine the amount of MVPA undertaken during a PE class by using an accelerometer, & to verify if the recorded values are in line with the recommended guidelines Group A = all PE lessons (no intervention) | Recruitment: students recruited within school, informed written consent provided by parent/guardian & the school director Response rate: NR | PE class MVPA according to age & gender | Accelerometer | Specialised physical activity educator 2007/08 | 1 × 90 min PE class/week examined for each school, 6 × 10 min exercises + 30 min instruction/organisation & bathing/changing clothes | Team ball sports (football, handball & basketball), held in outdoor space |
Hannon et al. 2005 [21] Pre-post cross over trial | School: 1 Coeducational middle school, 2 PE classes, 9th & 10th grade Student: 78 students | 47% male; predominately Caucasian & middle class; age NR North Florida, USA | To compare activity levels, as measured by pedometer step counts per minute, of high school males & females participating in coeducational & single gender flag football game play, & investigate high school girls’ views of participation in co-educational & single gender flag football play Group A = coeducational lesson; Group B = single gender lesson | Recruitment: students recruited within school, parents provided informed written consent Response rate: 100% | PA in PE class | Pedometer | 2 PE teachers. 1 × male with 8 years of experience, 1 × female with 14 years of experience | ~45 min classes, Single gender & coeducational classes | Flag play (incl. warm up exercises, 10 min skill drills, 20–25 min game). Pedometer only worn for 20 min game |
How et al. 2013 [33] RCT | School: 1 independent school, 8 × Year 8 PE classes (4 male classes, 4 female classes) Students: 257 | 12.91 (0.29) years. Sex, ethnicity & SES NR Western Australia, Australia | To examine whether students within an intervention group, who were provided with choice within PE, reported greater autonomous motivation, more favourable perceptions of autonomy support, & displayed higher in-class PA level than those within a control condition Group A = Regular PE control group | Recruitment: letter sent to parents with passive consent form to withdraw consent. Students provided consent before the study began Response rate: NR | PA levels, PE motivation, autonomy supportive lessons | Accelerometer | 4 PE teachers, attended 40 min briefing before study | 60 min PE time allocated, ~40 min PA for each lesson | Netball, tennis & tee-ball |
Kremer et al. 2012 [41] Cross-sectional study | Schools: 8 secondary schools (16 schools total) Students:84 secondary school students (272 students total), 4 students from each class (2 male, 2 female) randomly selected to be observed during 3 classes | Demographics from primary & secondary schools - 14.3 (2.8) years; 50.2% female; 72.6% white skin colour. SES NR City of Pelotas, Southern Brazil (South of the state Rio Grande do Sul) | To evaluate the intensity & duration of physical efforts in PE classes in primary & secondary school Group A = 1st secondary school; Group B = 2nd secondary school; Group C = 3rd secondary school | Recruitment: list of city’s school obtained, 11 primary & 8 secondary schools drawn, stratified by teaching network (3 primary & secondary schools coincided) Response rate: 100% of schools. Students response rate NR | BMI, MVPA in PE lessons | Accelerometer | NR Measured Aug-Dec 2009 | 218 classes total, number of secondary school lessons observed NR | NR |
Lonsdale et al. 2013 [28, 54] & Rosenkranz et al. 2012 [30] Cluster RCT | Schools: 5 schools (2 independent & 3 Catholic schools), 8th grade, 3 schools provided 4 classes, 2 schools provided 2 classes Students: 288 total | 13.6 years; 50.4% male. SES & ethnicity NR Sydney, Australia | To examine the effects of 3 SDT-based motivational strategies on PA & sedentary behaviour, as well as their hypothesized antecedents during PE lessons Group A = baseline data for control/usual practice; Group B = baseline data for intervention ‘relevance’; Groups C = baseline data for intervention ‘providing choice’; Group D = baseline data for intervention ‘free choice’ | Recruitment: 20 schools incited to join (9 declined due to time constraints, 5 didn’t respond, 1 was unable to participate due to PE teacher injury). All principals, PE teachers& parents provided written consent Response rate: 80.67% completed baseline assessment, 85.01% completed follow-up (245/288) | PA, MVPA, & student motivation during PE class, sedentary behaviour, perceptions of teacher support, psychological needs satisfactions | Accelerometer | 16 PE teachers Oct-Dec 2013 | Differing duration of PE lesson, PA data collected in first 20 min of lesson | Dance, netball, touch rugby |
Owen et al. 2013 [44] Cross-sectional study | School: 1 independent Catholic boys school, Year 9 students Students: 131 participants, complete data in 61 students | 14.36 (0.48) years; 100% male. SES & ethnicity NR Sydney, Australia | To investigate how much of the observed variation in adolescent boys MVPA levels (during PE & leisure time) was explained by individual- & class-level motivation Group A = all PE lessons (no intervention) | Recruitment: students recruited within school, parents provided informed written consent Response rate: 131/180 students enrolled (72.8%), 61/131 students provided complete data (46.6%) | MVPA in PE lessons, motivation towards PE in lessons, motivation towards PA in leisure time | Accelerometer | NR | NR | NR |
Sanders et al. 2014 [25] Cross-sectional study | School: 1 Catholic boys schools, 6 PE classes, Year 9 Students: 133 students, analysis on 74 students | 14.36 (0.48) years; 22.36 kg/m2; 100% male. SES & ethnicity NR Sydney, Australia | To compare i) adolescent boys’ PA bout length in 2 PA contexts; leisure time & PE lessons, & ii) the effect of varying accelerometer epoch length on estimates of MVPA, VPA, MPA, LPA & sedentary behaviour in both contexts Group A = all PE lessons (no intervention) | Recruitment: students recruited within school, students provided voluntary written assent Response rate: 74% of participants consented (133/180), analysis on 74/133 (56%) | MVPA, VPA, MPA, LPA & sedentary behaviour during PE lessons & leisure time | Accelerometer | Regular school PE teacher | 12 PE lessons (2 lessons per class × 6 classes) | Soccer |
Scruggs et al. 2010a [46] Cross-sectional study | School: 3 high schools Students: 189 students | 16.74 (0.99) years; 43.9% male; 169.11 ± 9.10 cm; 67.08 ± 13.02 kg/m2; 8.65% obese; 16.76% overweight. SES & ethnicity NR Upper mid-western USA | To compare the relative & absolute agreement between W4L DUO & Yamax SW651 pedometers on the measure of steps/min & the W4L DUO & observed PA time (min) in high school PE Group A = YAMAX SW651 Pedometer used to measured MVPA; Group B = W4L DUO pedometer used to measure MVPA; Group C = SOFIT used to measure MVPA | Recruitment: within the schools (<18 year old students provided parental consent, >18 year old students provided personal consent) Response rate: NR | Steps/min, physical activity time | Pedometer & SOFIT | 3 certified PE practitioners representing urban, suburban & rural communities | 12 PE classes collected during 16 lessons. Both pedometer measures & SOFIT recorded on the same lesson. Traditional 50 min scheduled lesson (36.72 (4.42) min); Block 90 min scheduled lesson (76.19 (4.17) min) | NR |
Scruggs et al. 2010b [47] Cross-sectional study | Schools: 6 high schools (5 public, 1 private), 27 PE classes, 9th-12th grade Students: 218 students (16 students/class wore a pedometer) | 16.52 (1.08) years; 169.61 (9.23) cm; 67.44 (12.69) kg; 23.41 (3.99) kg/m2; 49.5% male; 15% non-Caucasian. SES NR Upper mid-western USA | To quantify the recommended minimum level (i.e., 50% of the class time) of MVPA within high school PE via pedometry/min, and to explore the influence of lesson duration (i.e., traditional v’s block schedules) on quantifying MVPA via steps/min Group A = all PE lessons (no intervention) | Recruitment: within the schools (<18 year old students provided parental consent, >18 year old students provided personal consent) Response rate: NR | Steps/min, % time engaged in MVPA, time engaged in MVPA | Pedometer | 10 certified physical educators | 27 PE classes (traditional class 45–50 min; block class 90 min), 40 PE lessons (30 traditional; 10 block). Traditional lesson 36.88 (4.07) min; block lesson 78.56 (5.08) min | Block lessons: dance, invasion game & fitness course themes. Traditional lessons: Fielding, invasion & net wall games, dance/gymnastics, fitness course, ropes/team building themes |
Surapiboonchai et al. 2012 [43] Cross-sectional study (validation study) | School: 6 schools, grades 3,5,6,7,8,9,10 (only grade 6–10 examined in this review) Students: 281 students total (all grades); HR = 36 (24 students from middle & high school); SAM = 281 (high & middle school students NR) | Grade 6: 12.33 (1.16) years, 20.0 (5.66) kg/m2 Grade 7: 12.00 (0.01) years, 34.67 (4.51) kg/m2 Grade 8: 13.86 (0.90) years, 24.40 (4.04) kg/m2 Grade 9: 14.13 (0.35) years, 35.17 (7.89) kg/m2 Grade 10: 15.00 (0.01) years, 40.50 (3.25) kg/m2 Whole student sample demographics - 50% male; 92% economically disadvantaged’ 89.5% Hispanic, 7.4% African American, 2.7% White San Antonio, Texas, USA | To develop, validate & test the reliability of the Simple Activity Measurement (SAM) instrument for assessing student MVPA during school PE classes related to the potential for evaluating the achievement of ≥ 50% of PE class time spent in MVPA Group A = all PE lessons (no intervention) | Recruitment: parent or student consent not required as this area was required as a part of general PE curriculum. Response rate: NR | MVPA in PE lessons | SAM Tool (observational tool) | PE teachers late fall 2009 | 6 PE classes observed with SAM tool; 45–50 min lessons (17–62 students per class) | Variety of PE units including basketball, handball & fitness conditioning |
Vidoni et al. 2012 [31] Single subject multi-element study | School:1 Kindergarten – year 12 public school, 8th grade only assessed, 1 PE class Students: 18 students | 13 -14 years old; 55.6% male; middle class SES. Ethnicity NR Midwestern, USA | To investigate the effects of a group dependent contingency strategy called Fair Play Game on students’ heart rates in PE lessons Group A = Baseline results only (4 days of lessons) | Recruitment: within school, parental, teacher & student consent obtained Response rate: NR | MVPA in PE lessons, heart rate, social validity | HR monitoring | Male PE teacher, 20 years teaching experience, 14 years teaching & coaching basketball at study school | Every lesson for 15 days, 35 min lesson (5 min warm-up, 15 min practice drills, 12 min game, 3 min closure) Only baseline (4 days of lessons) results included | Basketball |
Wang et al. 2005 [22] Cross-sectional study | School: 1 school, 7th grade, co-educational PE classes Students: 28 students | 12.5 years (boys) & 12.1 years (girls); 50% male; 1.51–17.6 cm; 40–80 kg; 17.1–28.9 kg/m2. SES & ethnicity NR Northern Portugal | To use a new heart rate monitor to investigate Portuguese 7th grade students’ PA levels during the different indoor PE classes Group A = 90 min lesson; Group B = 45 min lesson | Recruitment: School recruitment NR. Students randomly selected from a total sample of 264 students Response rate: NR | PA levels during indoor PE classes | HR monitoring | PE educators, 25–45 years old | 14 indoor PE classes (7 × 45 min & 7 × 90 min classes) | Football, basketball, handball, volleyball, gymnastics, & skill evaluation (all indoor setting 900 m2) |
Young et al. 2006 [35] RCT | School: 1 all-girls public high school, 9th grade Student: 221 girls | 13.8 ± 0.5 years; 100% female; 83.0% African American, 56.3% of girls’ mothers had a high school education. SES NR Baltimore Magnet High School, USA | To test the effectiveness of a life skills-orientated PA intervention, conducted in PE class by a teacher hired by the project, for increasing PA & fitness in 9th grade girls Group A = standard PE class (control). | Recruitment: parent & student orientation meetings, mass mailings to parents, classroom presentations to student. Students recruited over 3 successive years. Informed consent from parent/legal guardian. Response rate: 50% (221/442), 95% retention | Self-report daily PA, self-report sedentary activities, cardiorespiratory fitness, CVD risk factors (e.g., BMI, waist circumference, blood pressure) | SOFIT (modified version) | Certified PE teachers at the school (control only) Baseline measures in Sept | 81 total PE classes (41 control), 45 min class lesson | Individual & team sports (e.g., basketball). Specific sports NR |