Intervention components of the Transform-Us! study
| Intervention arm | Components |
|---|---|
| PA-I | By mid-intervention teachers delivered 9 educational curriculum sessions of 18 lessons including the use of pedometers; children were provided with sports equipments (eg, balls and bats); were encouraged and supported by peers and teachers to engage in active games during recess and lunchtime daily; line markings were painted on the schools’ playgrounds; and signage promoting PA was placed around the school grounds. Additionally, 9 family newsletters of 18 were sent home that included project updates and tips to increase children's PA at home, and teachers assigned active homework tasks (eg, going for a walk with the mother or father) |
| SB-I | Teachers delivered a 30 min standing lesson daily; each class was provided with four standing easels to assist with standing during lessons; during 2 h teaching blocks teachers asked the children to stand after 30 min for a 2 min light intensity activity break (prompted by a ‘Timer Teddy’ provided to each class). By mid-intervention 9 family newsletters of 18 newsletters were sent home, and weekly homework tasks (eg, switch off the TV for a whole weekend day) to decrease sitting time at home were set by teachers. In addition by mid-intervention, teachers were expected to have delivered 9 of 18 key learning messages (class lessons) |
| PA+SB-I | This group received a blended version of the PA-I and SB-I intervention arms with the same total intervention dose |
| C | Schools in the control group continued their usual practice |
C, control, usual practice group; PA-I, physical activity group; PA+SB-I, physical activity and sedentary behaviour combined group; SB-I, sedentary behaviour group.