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Open AccessArticle

The Feasibility of a Novel School Peer-Led Mentoring Model to Improve the Physical Activity Levels and Sedentary Time of Adolescent Girls: The Girls Peer Activity (G-PACT) Project

1
Physical Activity and Health Research Group, Department of Sport and Physical Activity, Edge Hill University, St. Helens Road, Ormskirk, Lancashire L39 4QP, UK
2
Department of Life Sciences, Brunel University, London UB8 3PH, UK
3
Natural Sciences and Psychology, Research Centre for Brain and Behaviour, Liverpool John Moores University, Liverpool L3 5AF, UK
4
Wellbeing and Public Health, Cornwall Council, Truro TR1 3AY, UK
5
Department of Physical Education and Sport Sciences, University of Limerick, Limerick V94 T9PX, Ireland
*
Author to whom correspondence should be addressed.
Children 2018, 5(6), 67; https://doi.org/10.3390/children5060067
Received: 27 April 2018 / Revised: 27 May 2018 / Accepted: 30 May 2018 / Published: 31 May 2018
(This article belongs to the Special Issue Physical Activity and Sedentary Behaviour in Children and Adolescents)
Regular physical activity (PA) is associated with numerous physical and psychological health benefits. Adolescents, specifically girls, are at risk of physical inactivity. To date, there is limited research on PA interventions involving peers, which could encourage more adolescent girls to engage in PA. The investigation aimed to evaluate the feasibility of a novel school three-tier peer-led mentoring model designed to improve PA levels and reduce sedentary time (ST) of adolescent girls. Two-hundred and forty-nine Year 9 adolescent girls (13–15 years old) from three UK secondary schools were invited to participate in a peer-led mentoring intervention (Girls Peer Activity (G-PACT) project). The peer-led mentoring model was delivered in all three schools. Two of the schools received an additional after-school PA component. PA and ST were assessed through wrist-worn accelerometry. Girls who received an exercise class after-school component significantly increased their whole day moderate-to-vigorous PA (MVPA) (3.2 min, p = 0.009, d = 0.33). Girls who received no after-school component significantly decreased their MVPA (3.5 min, p = 0.016, d = 0.36) and increased their ST (17.2 min, p = 0.006, d = 0.43). The G-PACT intervention demonstrated feasibility of recruitment and data collection procedures for adolescent girls. The peer-led mentoring model shows promise for impacting girls’ MVPA levels when combined with an after-school club PA opportunity. View Full-Text
Keywords: adolescents; girls; school; physical activity; sedentary time; intervention; peer-led; mentor; leader; accelerometry adolescents; girls; school; physical activity; sedentary time; intervention; peer-led; mentor; leader; accelerometry
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Owen, M.B.; Kerner, C.; Taylor, S.L.; Noonan, R.J.; Newson, L.; Kosteli, M.-C.; Curry, W.B.; Fairclough, S.J. The Feasibility of a Novel School Peer-Led Mentoring Model to Improve the Physical Activity Levels and Sedentary Time of Adolescent Girls: The Girls Peer Activity (G-PACT) Project. Children 2018, 5, 67.

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