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See detailA systematic review to identify behavioural models underpinning school-based interventions in pre-primary and primary settings for the prevention of obesity in children aged 4-6 years.
Nixon, Catherine A.; Moore, Helen J.; Douthwaite, Wayne et al

in Obesity Reviews : An Official Journal of the International Association for the Study of Obesity (2012), 13(Suppl 1), 106-117

The aim of this comprehensive systematic review was to identify the most important behavioural models underpinning school-based interventions aimed at preventing or counteracting obesity in 4-6 year olds ... [more ▼]

The aim of this comprehensive systematic review was to identify the most important behavioural models underpinning school-based interventions aimed at preventing or counteracting obesity in 4-6 year olds. Searching was conducted in April 2010, with relevant literature included in the review from 1995 up to and including the search date on MEDLINE, EMBASE, CINAHL, PsycINFO and The Cochrane Library. Epidemiological studies relevant to the research question with controlled assignment of participants were included in the review, if they had follow up periods of six months or longer. Outcomes included markers of weight gain; markers of body composition; physical activity behaviour changes and dietary behaviour changes. A total of twelve individual studies were included in review. The most commonly used model was Social Cognitive Theory (SCT)/Social Learning Theory (SLT) either as a single model or in combination with other behavioural models. Studies that used SCT/SLT in the development of the intervention had significant favourable changes in one, or more, outcome measures. Those interventions that combine (a) high levels of parental involvement and interactive school-based learning and (b) that target physical activity plus dietary change, require further consideration in the development of useful interventions for children aged 4-6 years old. [less ▲]

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See detailCritical narrative review to identify educational strategies promoting physical activity in preschool.
Kreichauf, S.; Wildgruber, A.; Krombholz, H. et al

in Obesity Reviews : An Official Journal of the International Association for the Study of Obesity (2012), 13(Suppl 1), 96-105

The aim of this narrative review is critically to evaluate educational strategies promoting physical activity that are used in the preschool setting in the context of obesity prevention programmes ... [more ▼]

The aim of this narrative review is critically to evaluate educational strategies promoting physical activity that are used in the preschool setting in the context of obesity prevention programmes. Literature search was conducted between April and August 2010 in English and German databases (PubMED, PsychINFO, PSYNDEX, ERIC, FIS Bildung). Outcomes considered were time and intensity of physical activity, motor skills or measures of body composition. A total of 19 studies were included. Ten studies added physical activity lessons into their curriculum, one study provided more time for free play, eight studies focused on the social and play environment. Studies reporting positive outcomes implemented physical activity sessions that lasted at least 30 min d(-1). Several studies showed that children are most active in the first 10-15 min. The existence or installation of playground markings or fixed play equipment had no effect, whereas the presence or addition of portable play equipment was positively correlated with moderate-to-vigorous physical activity. Teacher training may be a key element for successful interventions. To overcome time constraints, a suggested solution is to integrate physical activity into daily routines and other areas of the preschool curriculum. [less ▲]

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