In total, 256 students took part in the study ­ 163 HSES students (58 percent female) and 93 LSES students (55 percent female). At both schools, classes were divided into "interventional" and "control" groups. The control groups attended the usual two lessons per week of sport, while the interventional groups increased this to five lessons per week at one lesson per day. Various measurements were taken at the beginning of the study and again one year later. These included weight, height, body mass index (BMI), fat-free mass and body-fat mass. Tests were also performed on co-ordinative abilities and cardiopulmonary fitness. Data on the educational status of each child's parents was also collected.

At the start of the study, LSES students in general had a higher BMI, less fat-free mass and less-developed co-ordinative skills compared to HSES students. Their running capacity was also less compared to the HSES students. At the end of the year-long study, the intervention groups had decreased their BMI by a greater amount than the control groups - with LSES students in particular showing a bigger increase in fat-free mass compared to their HSES counterparts. Furthermore, LSES students significantly improved their co-ordination skills, and cardiopulmonary fitness also increased by a relatively higher rate.

Consequently, this study appears to show that school-based intervention can have significant health benefits for children ­ especially those with a lower socio-educational background, who are typically at greater risk of developing cardiovascular problems.

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