Table 2 Energy balance-related behaviours at baseline and post-intervention in intervention and control schools, means (SD)
| Â | Â | girls | Â | boys | ||
|---|---|---|---|---|---|---|
| Â | Â | baseline | post- intervention | Â | baseline | post- intervention |
screen-viewing behaviour (min/day) | Â | Â | Â | Â | Â | Â |
control | (n = 181) | 247 (136) | 247 (149) | (n = 196) | 288 (145) | 263 (140) |
intervention | (n = 238) | 215 (119) | 206 (135) | (n = 206) | 271(159) | 244 (150) |
active transport to school (min/wk) | Â | Â | Â | Â | Â | Â |
control | (n = 179) | 34 (27) | 42 (27) | (n = 188) | 34 (27) | 38 (26) |
intervention | (n = 185) | 40 (29)* | 46(29) | (n = 185) | 42 (30)* | 45 (29) |
sugar-containing beverage consumption (ml/day) | Â | Â | Â | Â | Â | Â |
control | (n = 165) | 1121 (807) | 1010 (693) | (n = 180) | 1186 (933) | 1184 (856) |
intervention | (n = 218) | 1073 (777)* | 739 (564) | (n = 190) | 1107 (919) | 826 (749) |
high caloric snack consumption (portion/day) | Â | Â | Â | Â | Â | Â |
control | (n = 180) | 1.9 (1.3) | 1.9 (1.3) | (n = 184) | 2.1 (1.5) | 2.1 (1.3) |
intervention | (n = 238) | 1.9 (1.3) | 2.0 (1.5) | (n = 191) | 2.0 (1.4) | 2.0 (1.5) |