Features of effective staff training programmes within school-based interventions targeting student activity behaviour: a systematic review and meta-analysis

Table 7 Meta-regression showing univariate effects of training features on sedentary behaviour outcomes (n = 11 studies)

Training features		β	SE	95% CI	P
Behaviour Change Techniques^a
1.1	Goal setting (behaviour)	−0.49	0.49	−1.60, 0.62	0.35
3.1	Social support (unspecified)	−0.73	0.46	−1.76, 0.30	0.15
8.1	Behavioural practice/rehearsal	−0.34	0.52	−1.52, 0.84	0.53
12.5	Adding objects to the environment	−0.41	0.50	−1.54, 0.72	0.43
Total number of BCTs used		−0.08	0.09	−0.28, 0.11	0.37
Total training time (> 1 day)		−0.09	0.53	−1.29, 1.10	0.87
Total number of training sessions		−0.52	0.48	−1.61, 0.56	0.31
Period training delivered over (months)		0.00	0.03	−0.07, 0.07	0.95

β Effect size estimate, SE Standard error, CI Confidence interval
^a‘4.1 Instruction on how to perform the behaviour’ not analysed due to collinearity

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