Table 4

Baseline and follow-up values for primary and secondary outcomes; mean (SD)

Control school*Intervention school*
NBaselineFollow-upMean difference (95% CI)NBaselineFollow-upMean difference (95% CI)
Sedentary activity (min)74217.0 (32.4)222.1 (36.2)5.1 (−1.3,11.5)96236.4 (31.8)237.7 (40.6)1.3 (−6.2,8.7)
Light activity (min)74140.5 (26.0)136.6 (31.9)−4.0 (−10.1,2.2)96129.0 (26.8)124.8 (31.2)−4.2 (−10.5,2.1)
Moderate activity (min)7416.2 (7.5)14.2 (7.8)−2.0 (−3.2,–0.8)9611.1 (6.3)10.1 (6.3)−1.1 (−2.0,–0.1)
Vigorous activity (min)745.5 (3.9)4.7 (3.5)−0.8 (−1.4,–0.2)963.1 (3.0)3.0 (2.9)−0.1 (−0.6,0.4)
Time-on-task
(% intervals on-task)
28†73.756.627‡79.177.5
Academic efficacy (score 1–5)983.41 (0.71)3.32 (0.71)1073.76 (0.64)3.71 (0.76)
Disruptive behaviour
(score 1–5)
982.34 (1.23)2.47 (1.19)1071.94 (0.94)2.04 (1.01)
CHU-9D
(score 0.33–1.0)
970.84 (0.10)0.84 (0.09)1060.87 (0.09)0.85 (0.10)
Positive affect
(score 1–5)
9815.95 (3.33)16.08 (3.53)10717.80 (3.10)17.54 (3.74)
Negative affect (score 1–5)9810.03 (3.30)9.87 (3.14)10610.12 (3.47)9.95 (3.06)
  • *Length of school day varies: control school=380 min, intervention school=400 min.

  • †Fourteen students observed at baseline across four classes (all non-active lessons) and 14 students observed at follow-up across four classes (all non-active lessons). Students observed at baseline were different from students observed at follow-up.

  • ‡Fourteen students observed at baseline across four classes (all non-active lessons) and 13 students observed at follow-up across four classes (three active lessons, one non-active lesson). Students observed at baseline were different from students observed at follow-up.