School-based physical education programs: evidence-based physical activity interventions for youth in Latin America

School-based physical education programs: evidence-based physical activity interventions for youth in Latin America

Author Ribeiro, Isabela C. Google Scholar
Parra, Diana C. Google Scholar
Hoehner, Christine M. Google Scholar
Soares, Jesus Google Scholar
Torres, Andrea Google Scholar
Pratt, Michael Google Scholar
Legetic, Branka Google Scholar
Malta, Deborah C. Google Scholar
Matsudo, Victor Google Scholar
Ramos, Luiz Roberto Autor UNIFESP Google Scholar
Simoes, Eduardo J. Google Scholar
Brownson, Ross C. Google Scholar
Institution Ctr Dis Control & Prevent
Pontificia Univ Catolica Parana
Washington Univ
World Hlth Org
Brazil Minist Hlth SVS CGDANT
Lab Aptidao Fis Sao Caetano do Sul
Universidade Federal de São Paulo (UNIFESP)
Abstract This article focuses on results of the systematic review from the Guide for Useful Interventions for Activity in Latin America project related to school-based physical education ( PE) programs in Latin America. the aims of the article are to describe five school-based PE programs from Latin America, discuss implications for effective school-based PE recommendations, propose approaches for implementing these interventions, and identify gaps in the research literature related to physical activity promotion in Latin American youth. Following the US Community Guide systematic review process, five school-based PE intervention studies with sufficient quality of design, execution and detail of intervention and outcomes were selected for full abstraction. One study was conducted in Brazil, two studies were conducted in Chile and two studies were conducted on the US/Mexico border. While studies presented assorted outcomes, methods and duration of interventions, there were consistent positive increases in physical activity levels for all outcomes measured during PE classes, endurance and active transportation to school in all three randomized studies. Except for one cohort from one study, the non-randomized studies showed positive intervention effects for moderate and vigorous physical activity levels during PE classes. the core elements of these five interventions included capacity building and staff training (PE specialists and/or classroom teachers); changes in the PE curricula; provision of equipment and materials; and adjustment of the interventions to specific target populations. in order to translate the strong evidence for school-based PE into practice, systematic attention to policy and implementation issues is required. (Global Health Promotion, 2010; 17(2): pp. 05-15)
Keywords Latin America
physical activity
physical education
school-based intervention
systematic review
Language English
Date 2010-06-01
Published in Global Health Promotion. Thousand Oaks: Sage Publications Inc, v. 17, n. 2, p. 5-15, 2010.
ISSN 1757-9759 (Sherpa/Romeo, impact factor)
Publisher Sage Publications Inc
Extent 5-15
Access rights Open access Open Access
Type Article
Web of Science ID WOS:000208431500002

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