Journal
OBESITY REVIEWS
Volume 17, Issue 2, Pages 142-158Publisher
WILEY
DOI: 10.1111/obr.12352
Keywords
Adolescent; physical activity; school; sedentary behaviour
Categories
Funding
- Department of Health Policy Research Programme [PR-R5-0213-25001]
- Medical Research Council [MC_UU_12015/7]
- Centre for Diet and Activity Research (CEDAR), a UKCRC Public Health Research Centre of Excellence
- British Heart Foundation
- Economic and Social Research Council
- Medical Research Council
- National Institute for Health Research
- Wellcome Trust
- UK Clinical Research Collaboration
- National Institutes of Health Research (NIHR) [PR-R5-0213-25001] Funding Source: National Institutes of Health Research (NIHR)
- Economic and Social Research Council [ES/G007462/1] Funding Source: researchfish
- Medical Research Council [MC_UP_1001/2, MC_UU_12015/7, MR/K023187/1] Funding Source: researchfish
- ESRC [ES/G007462/1] Funding Source: UKRI
- MRC [MC_UP_1001/2, MC_UU_12015/7, MR/K023187/1] Funding Source: UKRI
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There is increasing academic and policy interest in interventions aiming to promote young people's health by ensuring that the school environment supports healthy behaviours. The purpose of this review was to summarize the current evidence on school-based policy, physical and social-environmental influences on adolescent physical activity and sedentary behaviour. Electronic databases were searched to identify studies that (1) involved healthy adolescents (11-18 years old), (2) investigated school-environmental influences and (3) reported a physical activity and/ or sedentary behaviour outcome or theme. Findings were synthesized using a nonquantitative synthesis and thematic analysis. Ninety-three papers of mixed methodological quality were included. A range of school-based policy (e.g. break time length), physical (e.g. facilities) and social-environmental (e.g. teacher behaviours) factors were associated with adolescent physical activity, with limited research on sedentary behaviour. The mixed-studies synthesis revealed the importance of specific activity settings (type and location) and intramural sport opportunities for all students. Important physical education-related factors were a mastery-oriented motivational climate and autonomy supportive teaching behaviours. Qualitative evidence highlighted the influence of the wider school climate and shed light on complexities of the associations observed in the quantitative literature. This review identifies future research needs and discusses potential intervention approaches to be considered.
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