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Table 3 Summary of Risk of Bias assessment for the secondary school PE lesson studies included in the systematic review

From: A systematic review and meta-analysis of moderate-to-vigorous physical activity levels in secondary school physical education lessons

Ref: first author and year

Schools level

Class level

Student level

PE lesson observation

1. Adequately described the demographic characteristics of the school sample

2. School sample was representative

3. Class chosen was representative of all classes

4. Adequately described the demographic characteristics of the class sample

5. Adequately described the eligibility criteria

6. Adequately described the demographic characteristics of the student sample

7. Student sample representative of the population

8. Described the number of PE lessons observed

9. Objective measure of PA or cited validation studies/stated validity data

10. Objective measure of PA or stated reliability data/cited reliability studies

11. Reported the nature of the physical activities observed

Middle school studies

Barroso et al. 2009 [36]

Y

Y

U

Y

Y

N

U

Y

Y

Y

N

Coe et al. 2006. [32]

Y

Y

Y

N

N

N

Y

Y

N

N

N

Fu et al. 2013 [27]

Y

U

U

Y

Y

Y

U

Y

Y

Y

Y

Gao et al. 2011a [37]

Y

U

U

Y

Y

Y

U

N

Y

Y

Y

Liu et al. 2013 [34]

Y

U

Y

Y

Y

Y

U

N

N

N

N

McKenzie et al. 2006 [29]

Y

U

U

N

N

N

U

Y

Y

Y

N

Springer et al. 2013 [38]

Y

U

Y

Y

Y

Y

Y

Y

Y

Y

N

High school studies

Bronikowski et al. 2005 [23]

Y

U

U

N

N

N

U

N

Y

Y

Y

Chow et al. 2009 [45]

Y

Y

Y

Y

Y

N

Y

Y

Y

Y

Y

Conley et al. 2011 [26]

Y

U

U

Y

Y

Y

U

Y

Y

Y

Y

Dudley et al. 2012a [39] & Dudley et al. 2012b [40]

Y

N

Y

Y

Y

Y

Y

Y

Y

Y

N

Fairclough et al. 2005 [12, 19] & Fairclough et al. 2006 [20]

Y

U

U

Y

Y

Y

Y

Y

Y

Y

Y

Ferriera et al. 2014 [24]

Y

Y

Y

Y

Y

Y

Y

Y

Y

Y

Y

Hannon et al. 2005 [21]

Y

U

U

Y

Y

N

U

N

Y

Y

Y

How et al. 2013 [33]

Y

U

U

Y

Y

N

N

Y

Y

Y

Y

Kremer et al. 2012 [41]

Y

Y

Y

Y

N

Y

Y

N

Y

Y

N

Lonsdale et al. 2013 [28, 54] & Rosenkranz et al. 2012 [30]

Y

N

U

Y

Y

Y

Y

N

Y

Y

Y

Owen et al. 2013 [44]

Y

U

Y

Y

Y

Y

Y

N

Y

Y

N

Sanders et al. 2014 [25]

Y

U

U

Y

Y

Y

U

Y

Y

Y

Y

Scruggs et al. 2010a [46]

Y

U

U

Y

Y

Y

U

Y

Y

Y

N

Scruggs et al. 2010b [47]

Y

U

U

Y

Y

Y

U

Y

Y

Y

Y

Surapiboonchai et al. 2012 [43]

Y

N

U

Y

Y

Y

Y

N

Y

Y

Y

Vidoni et al. 2012 [31]

Y

U

U

Y

Y

Y

U

N

Y

Y

Y

Wang et al. 2005 [22]

Y

U

U

Y

Y

Y

Y

Y

Y

Y

Y

Young et al. 2006 [35]

Y

U

Y

Y

Y

Y

Y

Y

N

N

U

  1. Each criteria was coded as ‘clearly described and present’ (yes; Y), ‘absent’ (no; N), or ‘unclear or inadequately described’ (unclear; U) rating for each of the 11 items