‘Let’s Move It’ – a school-based multilevel intervention to increase physical activity and reduce sedentary behaviour among older adolescents in vocational secondary schools: a study protocol for a cluster-randomised trial
Hankonen, N., Heino, M. T. J., Araujo-Soares, V., Sniehotta, F. F., Sund, R., Vasankari, T., Absetz, P., Borodulin, K., Uutela, A., Lintunen, T., & Haukkala, A. (2016). ‘Let’s Move It’ – a school-based multilevel intervention to increase physical activity and reduce sedentary behaviour among older adolescents in vocational secondary schools: a study protocol for a cluster-randomised trial. BMC Public Health, 16, Article 451. https://doi.org/10.1186/s12889-016-3094-x
Published inBMC Public Health
© 2016 Hankonen et al. Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License.
Background: Physical activity (PA) has been shown to decline during adolescence, and those with lower education have lower levels of activity already at this age, calling for targeted efforts for them. No previous study has demonstrated lasting effects of school-based PA interventions among older adolescents. Furthermore, these interventions have rarely targeted sedentary behaviour (SB) despite its relevance to health. The Let’s Move It trial aims to evaluate the effectiveness and the cost-effectiveness of a school-based, multi-level intervention, on PA and SB, among vocational school students. We hypothesise that the intervention is effective in increasing moderate-to-vigorous-intensity physical activity (MVPA), particularly among those with low or moderate baseline levels, and decreasing SB among all students. Methods: The design is a cluster-randomised parallel group trial with an internal pilot study. The trial is conducted in six vocational schools in the Helsinki Metropolitan area, Finland. The intervention is carried out in 30 intervention classes, and 27 control classes retain the standard curriculum. The randomisation occurs at school-level to avoid contamination and to aid delivery. Three of the six schools, randomly allocated, receive the ‘Let’s Move It’ intervention which consists of 1) group sessions and poster campaign targeting students’ autonomous PA motivation and self-regulation skills, 2) sitting reduction in classrooms via alterations in choice architecture and teacher behaviour, and 3) enhancement of PA opportunities in school, home and community environments. At baseline, student participants are blind to group allocation. The trial is carried out in six batches in 2015–2017, with main measurements at pre-intervention baseline, and 2-month and 14-month follow-ups. Primary outcomes are for PA, MVPA measured by accelerometry and self-report, and for SB, sedentary time and breaks in sedentary time (accelerometry). Key secondary outcomes include measured body composition, self-reported well-being, and psychological variables. Process variables include measures of psychosocial determinants of PA (e.g. autonomous motivation) and use of behaviour change techniques. Process evaluation also includes qualitative interviews. Intervention fidelity is monitored. ...
PublisherBioMed Central Ltd.
Publication in research information system
MetadataShow full item record
- Liikuntatieteiden tiedekunta 
Except where otherwise noted, this item's license is described as © 2016 Hankonen et al. Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License.
Showing items with similar title or keywords.
Investigating the direct and indirect effects of a school-based leadership program for primary school students : Rationale and study protocol for the ‘Learning to Lead’ cluster randomised controlled trial Wade, Levi; Beauchamp, Mark, R.; Nathan, Nicole; Smith, Jordan, J.; Leahy, Angus A.; Kennedy, Sarah G.; Boyer, James; Bao, Ran; Diallo, Thierno M. O.; Vidal-Conti, Josep; Lubans, David, R. (Public Library of Science (PLoS), 2023)Background Leadership is a valuable skill that can be taught in school, and which may have benefits within and beyond the classroom. Learning to Lead (L2L) is a student-led, primary school-based leadership program whereby ...
A Randomized Controlled Trial Protocol for Using an Accelerometer-Smartphone Application Intervention to Increase Physical Activity and Improve Health among Employees in a Military Workplace Pietiläinen, Emilia; Kyröläinen, Heikki; Vasankari, Tommi; Santtila, Matti; Luukkaala, Tiina; Parkkola, Kai (MDPI AG, 2022)Physical activity is beneficial for improving health and reducing sick leave absences. This article describes a protocol for an intervention using an interactive accelerometer smartphone application, telephone counselling, ...
A scalable school‐based intervention to increase early adolescents' motor competence and health‐related fitness Huhtiniemi, Mikko; Sääkslahti, Arja; Tolvanen, Asko; Lubans, David R.; Jaakkola, Timo (Wiley, 2023)Schools are key settings for the promotion of students' physical activity, fitness, and motor competence. The purpose of our study was to investigate the efficacy of a 5-month-long intervention program that aimed to increase ...
Protocol for developing a mental imagery intervention: a randomised controlled trial testing a novel implementation imagery e-health intervention to change driver behaviour during floods Hamilton, Kyra; Keech, Jacob J.; Peden, Amy E.; Hagger, Martin (BMJ Group, 2019)Introduction Drowning due to driving into floodwater accounts for a significant proportion of all deaths by drowning. Despite awareness campaigns such as ‘If it’s flooded, forget it’, people continue to drive into floodwater. ...
Moving from intention to behaviour : a randomised controlled trial protocol for an app-based physical activity intervention (i2be) Kókai, Lili L.; Ó Ceallaigh, Diarmaid T.; Wijtzes, Anne I.; Roeters van Lennep, Jeanine E.; Hagger, Martin S.; Cawley, John; Rohde, Kirsten I. M.; van Kippersluis, Hans; Burdorf, Alex (BMJ, 2022)Introduction: Efficacy tests of physical activity interventions indicate that many have limited or short-term efficacy, principally because they do not sufficiently build on theory-based processes that determine behaviour. ...