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ZusammenfassungVor dem Hintergrund eines voranschreitenden technischen Fortschritts sowie sozialer und ökonomischer Veränderungen innerhalb der letzten Jahrzehnte ist die Reduzierung von sedentärem Verhalten eine neue Perspektive, die für alle Altersgruppen an Relevanz gewinnt. Sedentäres Verhalten ist mittlerweile als Risikofaktor für die psychische (z. B. Selbstwertgefühl, Depression und Schlafprobleme), physische (z. B. Übergewicht, Fitnesszustand, Knochengesundheit und Marker des kardiometabolischen Risikos) und sozioemotionale (z. B. prosoziales Verhalten und akademischer Erfolg) Gesundheit etabliert. Die Zusammenhänge sind in relativer Unabhängigkeit vom Bewegungsverhalten anzusehen und auch können das sitzende Verhalten und das Bewegungsverhalten im Tagesverlauf beide in vielfältiger Form nebeneinander auftreten. Dennoch steht die Förderung von Bewegung oft im Fokus von Interventionsvorhaben, auch um sedentäres Verhalten zu reduzieren. Bisherige Interventionen, die sedentäres Verhalten reduzieren, zeigen sich jedoch insbesondere dann erfolgreich, wenn das sitzende Verhalten direkt und die kontextspezifische Einbeziehung der Umwelt fokussiert werden. Sedentäres Verhalten zu reduzieren ist nicht zuletzt aus dieser Erkenntnis eine eigenständige, aber bislang vernachlässigte Perspektive in der Bewegungsförderung. Diese neue Perspektive bietet das Potenzial, die Verwendung der täglichen Zeit weg von hohen Sitzzeiten hin zu vermehrter Alltagsaktivität zu verschieben und damit auch gesundheitliche Zusammenhänge zu verbessern.

Active commuting to school is highly recommended for several reasons, and in the decision-making process for doing so, a child interacts with parents and teachers. Until now, these three interactors&rsquo, gender-specific perspectives on children and adolescents&rsquo, need for cycling to school have been unavailable. Thus, our concept mapping study analyzed the needs of 12- to 15-year-olds in Germany for cycling to and from school daily, as perceived by students, parents, and teachers stratified by gender. From November 2019 to February 2020, 136 students, 58 parents, and 29 teachers participated. Although 87.8% of girls and 100% of boys owned a bicycle, only 44.4% of girls and 72.9% of boys cycled to school. On average, girls cycled to school on 1.6 &plusmn, 2.0 days a week and boys on 2.7 &plusmn, 2.0 days a week. A &ldquo, bicycle and related equipment,&rdquo, the &ldquo, way to school,&rdquo, and &ldquo, personal factors&rdquo, were reported needs, perceived by students and teachers of both genders and by mothers. Girls reported the additional gender-specific need for &ldquo, social behavior in road traffic,&rdquo, mothers and female teachers reported &ldquo, role of parents,&rdquo, and female teachers reported a &ldquo, sense of safety.&rdquo, This study&rsquo, s findings could inspire the development of school-based bicycle interventions.

Active commuting to school is highly recommended for several reasons, and in the decision-making process for doing so, a child interacts with parents and teachers. Until now, these three interactors’ gender-specific perspectives on children and adolescents’ need for cycling to school have been unavailable. Thus, our concept mapping study analyzed the needs of 12- to 15-year-olds in Germany for cycling to and from school daily, as perceived by students, parents, and teachers stratified by gender. From November 2019 to February 2020, 136 students, 58 parents, and 29 teachers participated. Although 87.8% of girls and 100% of boys owned a bicycle, only 44.4% of girls and 72.9% of boys cycled to school. On average, girls cycled to school on 1.6 ± 2.0 days a week and boys on 2.7 ± 2.0 days a week. A “bicycle and related equipment,” the “way to school,” and “personal factors” were reported needs, perceived by students and teachers of both genders and by mothers. Girls reported the additional gender-specific need for “social behavior in road traffic,” mothers and female teachers reported “role of parents,” and female teachers reported a “sense of safety.” This study’s findings could inspire the development of school-based bicycle interventions.

This systematic review aims to evaluate the extent of sex/gender consideration and effectiveness of interventions designed to reduce sedentary behaviour (SB). We searched for randomised or non-randomised controlled trials with the outcome SB and a sex/gender analysis in eleven electronic databases. Sixty-seven studies were included. Sex/gender considerations were qualitatively rated. Sex/gender was reported separately in 44.8% of studies, 14.9% of studies conducted a sex/gender interaction analysis, and 19.4% enrolled either girls or boys. SB was significantly reduced for girls in 16.4%, for boys in 11.9% and for both in 13.4%. No sex/gender intervention effect was found in 38.8%. According to the qualitative rating, studies without significant sex/gender effects reached “detailed” rating twice as often as studies finding a significant intervention effect for either girls or boys, or both. Overall, no clear pattern according to the qualitative rating and in terms of intervention effectiveness can be drawn. The results reveal a lack of sufficient sex/gender information in intervention planning and delivery. Further research should consider analysing sex/gender intervention effects as well as consider sex/gender inclusive intervention planning and delivery.