Intervention to Reduce Sedentary Behavior During School Recess Among Adolescents

Condition(s) studied

Investigational drug(s) / intervention(s)

Sedentary Interruption Intervention: A multi-component, school-based behavioural program implemented over 8 weeks to promote interruption of sedentary behaviour during school breaks. The program was informed by the Multi-Process Action Control framework and designed to support behaviour regulation related to break-time sedentary interruption. 1. Educational leaflets (weekly): brief printed materials distributed once per week, providing information on sedentary behaviour and practical strategies to interrupt sitting during school breaks. 2. Teacher guidance: physical education (PE) teachers provided brief guidance and reinforcement of key messages during routine school activities/classes, encouraging students to interrupt sedentary time during breaks. 3. Peer reminders during school breaks: reminders were delivered by class-appointed student PE representatives. 4. Health lectures: health lectures were delivered by members of the research team during the intervention period to support awareness and and motivation.

Study summary

This cluster randomized controlled trial evaluated the effectiveness of an 8-week, school-based behavioural intervention grounded in the Multi-Process Action Control (M-PAC) framework in promoting interruption of sedentary behaviour during school breaks among adolescents. Twelve primary and secondary schools in China, were recruited and randomly allocated (at the school level) to either an intervention group or a control group to minimise contamination and support pragmatic delivery within the school setting. Schools assigned to the intervention group implemented a multi-component programme comprising educational materials, teacher-delivered guidance, peer reminders, and health lectures, whereas control schools continued their usual routines without receiving intervention materials. The primary outcome was interruption of sedentary behaviour during school breaks assessed using self-reported measures. Secondary outcomes included physical activity levels, emotional and behavioural problems, executive function, and psychological factors related to behaviour regulation, such as motivation, planning, and habit. Findings from this trial are intended to inform the development and implementation of feasible, theory-informed school strategies to reduce sedentary behaviour during school breaks.

Eligibility

Primary outcome measure(s)

• Interruption of sedentary behaviour during school breaks — Baseline, Week 8 (Post-intervention), Week 16 (Follow-up, 8 weeks post-intervention), and Week 24 (Follow-up, 16 weeks post-intervention).
  Interruption of sedentary behaviour during routine school breaks (between lessons; excluding longer "big recess" periods) was assessed over the past 7 school days using a single-item self-report measure adapted from the Workplace Sitting Breaks Questionnaire (SITBRQ) for the school context. Students reported the average time spent standing or walking to interrupt sitting during a typical routine class break (0 min, ≤5 min, \>5-\<10 min, ≥10 min); higher categories indicate greater break-time sedentary interruption. The item wording was modified to reflect school break periods while retaining the original construct of sedentary break behaviour.

Trial sites (12)

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