Final children

clustering of RFs for CVD and T2DM including…

moderate calorie restriction (5-10% loss of body weight) Moderate increase in PA Change in dietary composition

Depends on construct measured Single bout can benefit cognition Evidence for daily PA and cognition relationship is still equivocal

Classroom PA does no harm Classroom PA can improve achievement in certain subjects Emerging evidence inverse relationship between TV viewing and AA Evidence for daily PA on AA is still equivocal

Large % of MVPA Associated with other benefits ouside of EE Harmful for growing child Sport and talent ID causing dropout/ harm?

Talent ID and athlete selection Self selection and drop out DEsign of training and conditioning programs and potential for injury Grouping of athletes for comp and practice

Selection = best players now in children ID = training large numbers of players instead of cutting all but elite

Aware of whos the oldest Focus on participation and experimentation Dont cut people Gift is in despire Use motor skills to monitor not select

• Physically active lessons do not: – lead to increased overall daily physical activity – lead to reduced overall daily sedentary time • Physically active lessons may: – lead to increased physical activity in the classroom – lead to decreased sedentary time in the classroom – increase attention to tasks in the classroom – increase academic achievement in some subjects – increase pupil’s enjoyment of learning • Physically active breaks can lead to increased physical activity in the classroom

Short duration interventions • Lack of (long) follow-up – What happens when the intervention finishes? • Small sample size • Few studies have developed interventions using behavioural theory • Few studies utilise inclinometers to measure sitting time • Lack of assessment on out of school physical activity/sedentary • Lack of generalisability, most studies based in USA + Australasia • Lack of implementation data

• The BCW provides a systematic way of identifying relevant intervention functions and policy categories based on what is understood about the target behaviour

9 intervention 7 policy

The sum total of internal influences that energise and directs behaviour: a moment-by-moment property which is shaped by different systems of influence: physiological, impulses and inhibitions, motives, beliefs and identitys Reflective People’s values and beliefs about what is important (good and bad), conscious intentions, decisions and plans Autonomic Emotional responses, desires and habits resulting from associative learning and physiological stress e.g. make somehing fun/ rewarding

an individual’s psychological and physical capacity to engage in the activity concerned Psychological capability Any mental process or skill that is required for the person to perform the behaviour Physical capability Any set of physical actions that requires an ability or proficiency learned through practice e.g. motor skill, fitness level

The external social & physical factors that make wanted behaviours more likely to happen & the unwanted behaviours less likely to happen Physical Anything in the physical environment that discourages or encourages the performance of the behavior e.g. stair use prompts, availability of standing desks, size of classroom Social Influences that come from friends, family, colleagues & other influential people that support the doing or not doing of a behaviour either by provision of direct support or by influencing the way people think or feel about a behaviour

Determine whether an 18-month, behavioural and environmental intervention in the school and family setting results in a higher level of PA and lower rates of SB among 8-9 year olds children  Determine independent and combined effects of PA and SB on children’s cardiometabolic health  Identify factors that mediate the success of the intervention  Determine if the intervention is cost-effective

Curriculum component Class strategies Physical environment Homework tasks Newsletters (Teacher proffesional development, lesson plans)

x

SB+PA group spent 13.3 min/day less SED compared to control  SB group had higher enjoyment of standing  PA+SB and PA groups had more positive perceptions of standing opportunities  No mediating effects were observed

 Measurement quality of self-reported mediators  Failure to capture the relevant mechanisms that explain the association between intervention and PA or SB  Time lag between change in mediators and change in behaviour

 After 2.5 years children significantly:  Increased their PA at recess and lunchtime by 33 minutes per week  Reduced their sitting time by 196 minutes per week  Preliminary cost analysis shows that Transform-Us! cost ~ $30.08 per child per year ($0.08 per child per day).

Multi agency and sector Evidence based approach (stars) Urban planners, designers, architects, policy makers, government agencies

Active transport Active Buildings Active recreation Healthy eating

Knowledge of evidence linking the built environment and health  Confidence to implement ADG strategies  Implementation of ADG strategies (i.e., self‐reported practice)  Perceptions of clients’ attitudes toward active design