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dc.contributor.authorAmor-Barbosa, Marta
dc.contributor.authorOrtega I Martínez, Anna
dc.contributor.authorCarrasco-Uribarren, Andoni
dc.contributor.authorBagur-Calafat, Caritat
dc.date.accessioned2022-12-15T09:34:10Z
dc.date.available2022-12-15T09:34:10Z
dc.date.issued2022
dc.identifier.citationAmor-Barbosa, Marta; Ortega I Martínez, Anna; Carrasco-Uribarren, Andoni [et al.]. Active school-based interventions to interrupt prolonged sitting improve daily physical activity: a systematic review and meta-analysis. International Journal of Environmental Research and Public Health, 2022, 19(22), 15409. Disponible en: <https://www.mdpi.com/1660-4601/19/22/15409>. Fecha de acceso: 15 dic. 2022. DOI: 10.3390/ijerph192215409ca
dc.identifier.issn1660-4601ca
dc.identifier.urihttp://hdl.handle.net/20.500.12328/3513
dc.description.abstractBackground: Sedentary behavior (SB) is a negative routine for health, especially during advancing age. Promoting an active lifestyle and reducing SB is a global endeavor. The aim of this study was to analyze the effects of active school-based programs to interrupt prolonged sitting for daily physical activity (PA) and daily SB in children and adolescents. Methods: A systematic review was conducted. Clinical trials analyzing the effect of interrupting prolonged sitting with active breaks and classroom-based PA were included. Studies that implemented PA in class without interrupting prolonged sitting or those that implemented multimodal interventions were excluded. A systematic search was conducted in 6 databases: Medline, WOS, Cochrane Library, SPORTDiscus, CINAHL and EMBASE. Primary outcomes were daily PA and daily SB, while moderate-to vigorous physical activity (MVPA) was considered a secondary outcome. Results: Six studies were included, with a total of 976 participants between 6–14 years. The interventions were heterogeneous in duration of the sitting time interruption (5–30 min), frequency (1–3 times per-day up to three times per-week) and total duration (five days to three years). 50% of the studies scored “high risk” of bias. Three meta-analyses were performed for daily PA, MVPA and SB, showing a significant improvement in the daily PA and MVPA. Conclusions: School-based programs aimed to interrupt prolonged sitting could be a good strategy to improve daily PA and MVPA levels. (Registration number: CRD42022358933).en
dc.format.extent12ca
dc.language.isoengca
dc.publisherMDPIca
dc.relation.ispartofInternational Journal of Environmental Research and Public Healthca
dc.relation.ispartofseries19;22
dc.relation.urihttps://www.mdpi.com/1660-4601/19/22/15409ca
dc.rights© 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).en
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subject.otherInterrupció assegudaca
dc.subject.otherActivitat física diàriaca
dc.subject.otherComportament sedentarica
dc.subject.otherActivitat física de moderada a vigorosaca
dc.subject.otherEscolaca
dc.subject.otherNensca
dc.subject.otherAdolescentsca
dc.subject.otherInterrupción de sesiónes
dc.subject.otherActividad física diariaes
dc.subject.otherComportamiento sedentarioes
dc.subject.otherActividad física de moderada a vigorosaes
dc.subject.otherEscuelaes
dc.subject.otherNiñoses
dc.subject.otherAdolescenteses
dc.subject.otherSitting interruptionen
dc.subject.otherDaily physical activityen
dc.subject.otherSedentary behavioren
dc.subject.otherModerate-to-vigorous physical activityen
dc.subject.otherSchoolen
dc.subject.otherChildrenen
dc.subject.otherAdolescentsen
dc.titleActive school-based interventions to interrupt prolonged sitting improve daily physical activity: a systematic review and meta-analysisen
dc.typeinfo:eu-repo/semantics/articleca
dc.description.versioninfo:eu-repo/semantics/publishedVersionca
dc.rights.accessLevelinfo:eu-repo/semantics/openAccess
dc.embargo.termscapca
dc.subject.udc61ca
dc.identifier.doihttps://dx.doi.org/10.3390/ijerph192215409ca


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© 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Excepte que s'indiqui una altra cosa, la llicència de l'ítem es descriu com https://creativecommons.org/licenses/by/4.0/
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