Assessing the impact of a school-based Intervention on adolescents’ movement behaviours in three secondary schools

Background: TransformUs program has improved physical activity (PA) and reduced sedentary time (SED) in primary schools through active pedagogy and supportive classroom and school ground environments.
Purpose: This pilot study aims to trial TransformUs to determine the effect on PA and SED in secondary schools.
Methods: This study involved adolescents (n=129) from three Australian schools. Each school selected a different combination of TransformUs strategies (active classrooms, active recreation, and supportive school environments) to increase PA and reduce SED, which included active academic breaks/lessons, standing desks, teacher’s professional development, sport/fitness equipment, and organised activities. Interventions spanned 12, 11, and 6 weeks for schools 1, 2, and 3, respectively. Garmin Vivosmart 4 heart rate monitoring tracked SED and PA (light [LPA], moderate [MPA], and vigorous [VPA]) at baseline, every 2 weeks during the interventions, and at follow-up. Mixed model analysis separately assessed intervention effects on each school’s SED and PA during school, class, and recess.

Results: School 1 showed no significant intervention effect. School 2 exhibited increased MPA during class time in the first 2 weeks, with significant variations during recess. School 3 displayed decreased LPA during the second 2 weeks of intervention compared to baseline, particularly during class time. Secondary analysis revealed significant differences within the intervention period, including increased SED and decreased LPA during recess in the first 2 weeks.

Conclusion: Overall, no movement behaviours were significantly changed before and after the intervention in any of the three schools during school time. Significant changes in SED, LPA and MPA within the intervention period indicate variability in the response to the implemented strategies.

Practical implications: The variability in response to the implemented strategies among the three schools highlights the importance of carefully tailoring interventions to each school’s specific context and needs.

The study was funded through the Victorian Department of Education.