| 17) | Recruitment: C Setting: School Age: 14.84 (±0.48) Gender: F/M Area: NR Adherence: 8.5% attrition | Intervention activity: Various Intervention period: 10 weeks 5 x intervention 5 x independent exercise | Psychological | Quantitative Pre-Post- Follow-up Control schools n = 5 Intervention schools n = 5 | Pupils taught by autonomy supportive teachers reported stronger intentions to exercise, and participated more frequently in PA than the control group. Autonomous motivation and intentions mediated intervention effects on self-reported PA behaviour. Self-determination theory is a useful framework for school-based interventions. | Ecological levels: Intrapersonal Interpersonal Theoretical framework: Self-determination theory |
| 18) | Recruitment: V Setting: School Age: 14 - 15 Gender: M/F Area: NR Adherence: 15.5% attrition | Intervention activity: Modified PE programme Intervention period: 18 months | Psychological | Qualitative Thematic analysis | Girls experienced increased self-confidence, and acquired psychological resources to participate in community-based activities. | Ecological levels: Intrapersonal Interpersonal Organisational/ environmental |
| 19) | Recruitment: V Setting: University Age: 22 Gender: F/M Area: Urban Adherence: NR | Intervention activity: Walking /running Intervention period: 4 weeks | Psychological | Mixed methods Pedometer: Control group n = 66 Intervention group n = 70 Focus group: Control group n = 13 Intervention group n = 13 | Mean change in daily step count was greater in intervention group. Scores for perceived behavioural control over PA counselling increased for both groups but more for intervention group. Five themes were identified in the focus groups: walking and exercise, barriers to PA, doctors as role models, confidence in counselling and primary care. | Ecological levels: Intrapersonal Interpersonal Organisational/ environmental Theoretical framework: Theory of planned behaviour |
| 20) | Recruitment: C Setting: School Age: 14 - 15 Gender: F Area: Rural Adherence: NR | Intervention activity: Basketball Intervention period: 8 lessons | Psychological | Qualitative | Co-operative learning model promotes student engagement. Role of coach and camerawoman were pivotal to the girl’s engagement. | Ecological levels: Intrapersonal Interpersonal Organisational/ environmental Theoretical framework: Co-operative learning model |
| 21) | Recruitment: V Setting: School Age: 11 - 16 Gender: F/M Area: Rural Adherence: NR | Intervention activity: Various Intervention period: 15 months | Psychological | Mixed methods Pre-Post (main design) Control schools n = 5 Intervention schools n = 11 | All areas except PA and taking responsibility for health increased. Little improvement in healthy food, smoking and community links. No change in pupil’s knowledge. Older girls made greater progress in all areas. | Ecological levels: Intrapersonal Interpersonal Organisational/ environmental Policy/ Legislation |