Social Network Intervention in Physical Education Classes Through Social Support to Promote Physical Activity and Reduce Screen Time in Adolescents: A Cluster Randomized Controlled Trial.
José Petro-Petro, Carlos Mario Arango-Paternina, Fredy Alonso Patiño-Villada
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In 30 seconds
This cluster-randomized controlled trial tested a ten-week, segmentation-based social network intervention in physical education classes at four schools, involving 787 adolescents. The intervention aimed to increase physical activity (PA) and reduce screen time (ST) through support from friends and parents. Compared with the control group, adolescents in the intervention group had 12.2 more daily minutes of PA (95% CI: 1.9 to 22.5, p = .02) and 56.7 fewer minutes of ST (95% CI: -105.2 to -8.1, p = .02). PA effects appeared sustainable over time, whereas ST effects did not.
Key findings
- The intervention increased daily PA by 12.2 minutes (95% CI: 1.9 to 22.5, p = .02).
- ST decreased by 56.7 minutes in the intervention group (95% CI: -105.2 to -8.1, p = .02).
- Main effects suggested PA benefits were sustained over time, but ST reductions were not.
- Perceived social support from friends and parents was significant (p < .001); homophily was positively associated with PA (p < .05).
Why it matters
The findings suggest that peer and parent support can be incorporated into school physical education to address both activity and screen-time behaviors. The differing persistence of outcomes is clinically relevant: PA gains appeared to last, while the ST effect was not sustained, indicating that these behaviors may respond differently to a shared intervention approach.
What to keep in mind
The trial involved four schools, and follow-up was conducted at week ten post-intervention, limiting evidence about longer-term effects.