PT  - JOURNAL ARTICLE
AU  - Yıldırım, Mine
AU  - Arundell, Lauren
AU  - Cerin, Ester
AU  - Carson, Valerie
AU  - Brown, Helen
AU  - Crawford, David
AU  - Hesketh, Kylie D
AU  - Ridgers, Nicola D
AU  - Te Velde, Saskia J
AU  - Chinapaw, Mai J M
AU  - Salmon, Jo
TI  - What helps children to move more at school recess and lunchtime? Mid-intervention results from Transform-Us! cluster-randomised controlled trial
AID  - 10.1136/bjsports-2013-092466
DP  - 2014 Feb 01
TA  - British Journal of Sports Medicine
PG  - 271--277
VI  - 48
IP  - 3
4099  - http://bjsm.bmj.com/content/48/3/271.short
4100  - http://bjsm.bmj.com/content/48/3/271.full
SO  - Br J Sports Med2014 Feb 01; 48
AB  - Background To investigate the interpersonal and physical environment mediators of the Transform-Us! mid-intervention effects on physical activity (PA) during recess and lunchtime. Methods Transform-Us! is a clustered randomised school-based intervention with four groups: sedentary behaviour intervention (SB-I), PA intervention (PA-I), combined PA+SB-I and control group. All children in grade 3 from 20 participating primary schools in Melbourne, Australia were eligible to complete annual evaluation assessments. The outcomes were the proportion of time spent in moderate-to-vigorous PA (MVPA) and light PA (LPA) during recess and lunchtime assessed by accelerometers. Potential mediators included: perceived social support from teachers; perceived availability of line markings; perceived accessibility of sports equipment; and perceived school play environment. Generalised linear models were used and mediation effects were estimated by product-of-coefficients (a·b) approach. Results 268 children (8.2 years, 57% girls at baseline) provided complete data at both time points. A significant intervention effect on MVPA during recess in the SB-I and PA-I groups compared with the control group (proportional difference in MVPA time; 38% (95% CI 21% to 57%) and 40% (95% CI 20% to 62%), respectively) was found. The perceived school play environment was significantly positively associated with MVPA at recess among girls. An increase in perceived social support from teachers suppressed the PA+SB-I effect on light PA during recess (a·b= −0.03, 95% CI −0.06 to −0.00). No significant mediating effects on PA during recess and lunchtime were observed. Conclusions A positive perception of the school play environment was associated with higher MVPA during recess among girls. Future studies should conduct mediation analyses to explore underlying mechanisms of PA interventions.