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Exploring changes in physical activity, sedentary behaviors and hypothesized mediators in the NEAT girls group randomized controlled trial

机译:探索整齐女孩组随机对照试验中的身体活动,久坐行为和假设介质的变化

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摘要

Objective: To evaluate the impact of a 12-month school-based multi-component program on adolescent girls' physical activity and sedentary behaviors, and hypothesized mediators of physical activity behavior change. Design: Group randomized controlled trial with 12-month follow-up. Methods: The intervention, guided by Social Cognitive Theory, involved 357 adolescent girls (13.2. ±. 0.5 years) from 12 secondary schools (6 intervention schools, 6 control schools) in low-income communities in the Hunter and Central Coast regions of New South Wales, Australia.The intervention included enhanced school sport, lunchtime physical activity sessions, interactive seminars, student handbooks, nutrition workshops, pedometers, parent newsletters and text messages to encourage physical activity and healthy eating, and a decrease in sedentary behavior. Outcomes were assessed at baseline and 12-months and included: physical activity (accelerometers), sedentary behaviors (questionnaire and accelerometers), and social-cognitive mediators of physical activity (questionnaire). Results: There were significant between group differences in favor of the intervention group for self-reported recreational computer use (-26.0. min; 95% CI, -46.9 to -5.1), and sedentary activities summed (-56.4. min; 95% CI, -110.1 to -2.7), however objective sedentary behavior showed no differences. There were no group-by-time effects for any of the physical activity outcomes or hypothesized mediators. Conclusions: A school-based intervention tailored for adolescent girls from schools located in low-income communities significantly reduced time spent in sedentary activities. However, improvements in physical activity and hypothesized mediators of physical activity behavior were not observed. Future studies are encouraged to explore alternative mechanisms of behavior change derived from integrated and socio-ecological theories.
机译:目的:评价12个月的校本多组分方案对青少年女性活动和久坐行为的影响,并假设体育活动行为变化的介质。设计:组合随机对照试验,12个月随访。方法:通过社会认知理论引导的干预,涉及357名青少年女孩(13.2。±0.5岁)来自猎人和中央海岸地区的低收入社区中的12所中学(6所干预学校,6所控制学校)南威尔士州南威尔士州。干预包括增强的学校体育,午餐体育活动,互动研讨会,学生手册,营养车间,教学员,小学员,母公司和短信,以鼓励身体活动和健康的饮食,减少久坐行为。在基线和12个月内评估结果并包括:身体活动(加速度计),久坐不动行(调查表和加速度计),以及身体活动的社会认知介质(调查问卷)。结果:组差异有利于自我报告的娱乐计算机使用的干预组(-26.0. min; 95%CI,-46.9至-5.1)和久坐活性活动(-56.4. min; 95% CI,-110.1至-2.7),但客观的久坐行为显示没有差异。任何身体活动结果或假设介质都没有逐次效应。结论:针对位于低收入社区的学校的青春期女孩量身定制的基于学校干预,显着降低了久坐活动的时间。然而,没有观察到身体活动行为的身体活性和假设介质的改善。鼓励未来的研究探讨来自综合和社会生态理论的行为变化的替代机制。

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