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Results and conclusions: There were no differences inT among treatments (means H2O 138 min, range 117–181;LAb 130 min, range 109–151; CHOb 140 min, range10–161; PLAc 143 min, range 114–220 and CHOc 137,ange 108–148). An increase in blood glucose was observedn the treatments where CHO was ingested compared withLA and H2O treatment (p < 0.05). It is concluded that CHO

ngestion independent of the mode of ingestion, either cap-ule or beverage, did not affect prolonged self paced cyclingerformance compared to either PLA or H2O.

oi:10.1016/j.jsams.2011.11.102

ree papers: Physical activity – children and adolescents 2,riday 21 October, 1330–1500, Rottnest Room

01

ffective physical education and school sport: A sys-ematic review of physical education and school sportnterventions targeting physical activity, movement skillsnd enjoyment of physical activity

. Dudley 1,∗, A. Okely 2, P. Pearson 2, W. Cotton 3

Charles Sturt University, AustraliaUniversity of Wollongong, AustraliaUniversity of Sydney, Australia

Objective: To review the published literature on the effec-iveness of physical education in promoting participation inhysical activity, enjoyment of physical activity and move-ent skill proficiency in children and adolescents. Design:ystematic review. Data sources: Literature search usingvid, A+ Education, ERIC, Sports Discus, Science Direct,sychInfo up to June 2010.

Review methods: Three independent reviewers assessedtudies against the following inclusion criteria: if theyeported on a physical education/school sport interventionargeting children or adolescents, with a mean age betweenand 18 years; reported movement skill development and/orhysical activity participation; and/or enjoyment of physicalctivity, physical education or school sport; were pilot con-rolled trials, controlled trials, randomised controlled trials orluster randomised trials; and were published between 1990nd 2010. Papers were rated independently by three review-rs on a 10-item methodological quality scale derived fromhe CONSORT 2010 statement.

Results: The literature search yielded 27,410 potentiallyelevant publications. Fifty-four references were identified asotentially relevant and retrieved in full text with 23 paperseeting the inclusion criteria. Nineteen were controlled trials

elivered in primary and secondary schools and targeted pro-oting physical activity participation. Four studies targeted

mproving movement skills in primary school settings and a

urther seven studies reported enjoyment of physical educa-ion/school sport (PESS) as an outcome and were deliveredn secondary school settings (Note: six studies reported on

oto

ine in Sport 14S (2011) e1–e119

wo or more of the outcomes). Thirteen studies reported sta-istically significant intervention effect on physical activityarticipation. Four studies reported statistically significantntervention effect on movement skill development and onetudy reported statistically significant effect on enjoyment ofhysical activity.

Discussion: The most effective strategies to increase chil-ren’s levels of physical activity and improving movementkills in physical education were direct instruction teachingethods and providing teachers with sufficient and ongo-

ng professional development in using these PE instructionethods. For adolescents, using a combination of prescribedESS curriculum with elements of student choice and sub-tantial teacher professional development combined withufficient teaching resources appear to be the most effica-ious. There was a lack of high quality evaluations andtatistical power to draw conclusions concerning the effec-iveness of interventions conducted in PESS to improvenjoyment outcomes. Adequately powered interventions thatarget movement skills in secondary schools and evaluatechool sport curriculum are urgently needed.

oi:10.1016/j.jsams.2011.11.103

02

ffect of a specialist PE program on body image amonghildren of the Lifestyle of our Kids (LOOK) study

. Olive ∗, D. Byrne, R. Cunningham, R. Telford

Australian National University, Australia

Aim: This study investigates the effects of specialist-leadE on improving body image among primary (elementary)chool children.

Method: Data from the Lifestyle of our Kids (LOOK)tudy involving 736 initially grade 2 children (370 boys Mge = 8.18; 366 girls M age = 8.13) from 29 primary schoolsere analysed. Schools were randomly allocated to interven-

ion (13 schools) or control groups (16 schools). Interventionroups received 90 min/week of PE from visiting special-sts as part of, and not in addition to the recommended50 min/week of PE set out by the Australian Government.ontrol groups received all of their 150 min/week of PE

rom classroom teachers. Approximately 86% of the childrenad one or both parents of Caucasian descent, 8% of Asianescent, 3% Australian Aboriginal or Torres Strait Islanderr 1% Polynesian, and we had no data on 2% of the families.articipants completed assessments of Appearance Beliefs inhildren Scale (ABC-S) in grade 2 prior to the commence-ent of the intervention and again in grade 3 after receiving

pproximately one year of the intervention.Results: Children receiving specialist-lead PE reported

reater improvements in overall body image (p = 0.042) and

n the appearance satisfaction subscale (p = 0.028) comparedo children of the control group. There was some evidencef similar trends toward improvements in self-perceptions