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Table 3 Linear mixed models for the intervention effects on individual ilr coordinates within the post-intervention movement behaviour accumulation compositions (n = 267)

From: Intervention effects on children’s movement behaviour accumulation as a result of the Transform-Us! school- and home-based cluster randomised controlled trial

 

Partially adjusted model

Fully adjusted model

β (SE)

p-value

β (SE)

p-value

ilr1: Total SED time (including sporadic SED and time in SED bouts) versus time in higher intensities

0.88 (0.28)

< 0.01*

−1.39 (0.77)

0.07

ilr2: Time in SED bouts versus sporadic SED time

−0.44 (0.26)

0.09

−1.18 (0.72)

0.10

ilr3: Total LPA time (including sporadic LPA and time in LPA bouts) versus time in higher intensities

0.98 (0.28)

< 0.01*

− 0.83 (0.79)

0.30

ilr4: Time in LPA bouts versus sporadic LPA time

− 0.09 (0.26)

0.74

− 0.44 (0.72)

0.54

ilr5: Total MPA time (including sporadic MPA and time in MPA bouts) versus total VPA time (including sporadic VPA and time in VPA bouts)

0.46 (0.29)

0.11

−1.12 (0.82)

0.18

ilr6: Sporadic MPA versus time in MPA bouts

−0.42 (0.27)

0.12

−1.08 (0.75)

0.15

ilr7: Sporadic VPA versus time in VPA bouts

−0.51 (0.28)

0.07

−0.06 (0.80)

0.94

  1. A visual representation of the ilr coordinates is provided in Fig. 1
  2. Time in each intensity was divided into sporadic time and time in bouts, using < 5 min and ≥ 5 min for sedentary time, and < 1 min and ≥ 1 min for physical activity (including LPA, MPA and VPA), respectively
  3. Linear mixed models with analysis of variance Type II Wald Chi square assessed associations between intervention groups and post-intervention movement behaviour accumulation compositions (multivariate outcome)
  4. Partially adjusted models accounted for the random effect of individual within each school and adjusted for baseline movement behaviour accumulation compositions. Adjusted models additionally included baseline age (continuous), sex (categorical) and SES (categorical) as fixed effects
  5. Abbreviations: SE Standard Error
  6. *Denote statistical significance at the p < 0.05 level