Changing School Physical Activity: An Examination of Individual School Designed Programs (original) (raw)
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Public Health Reports
Objective: Power Up for 30 (PU30) is a schoolwide intervention that encourages schools to provide an additional 30 minutes of physical activity during the school day, beyond physical education. The objective of this study was to evaluate the impact of PU30 on Georgia public elementary schools and their students. Methods: A total of 719 of 1320 public elementary schools in Georgia that were sent a baseline survey about school physical activity during October 2013 to September 2014 completed the survey, 160 of which were asked to complete a second survey. In the interim (March to June 2015), half (80) of these schools implemented the PU30 program. The interim surveys, which were completed during March to June 2015, assessed opportunities for student physical activity and staff member professional development focused on student physical activity. Results: Compared with schools that had not implemented the program, more schools using the PU30 program reported offering before- and after-...
Increasing Physical Activity Behaviors through a Comprehensive School Change Effort
2008
There has been an increased call for schools to address public health needs related to physical inactivity and weight gain. The negative health effects of inactivity are even more severe for Indigenous peoples. The purpose of the current project was to implement a one year theory-based curricular change initiative in an Indigenous North American community aimed at integrating physical activity (PA) and healthy behavior knowledge. Participants were 320 Pima Indian children from ten schools in a single Indigenous American community, including 38 classroom and 7 physical education teachers; assigned as intervention (27 classes) or comparison (11 classes) participants. ANOVA results indicated both groups became significantly more active over time. The intervention groups' behaviour was less stable (α = .71) over time versus the comparison group (α = .86) suggesting positive behaviour changes. Change takes time; however, these initial findings shows progress in increasing physical activity behaviours at school in an understudied and disadvantaged population. Increasing Physical Activity Behaviors through a Comprehensive School Change Effort One need not look far or hard to find evidence of the many public health issues facing the world today. In most of the developed countries the health issues are frequently related to obesity, heart disease, diabetes and cancer. Given that those diseases are often linked to physical inactivity, that topic is also of importance (World Health Organization [WHO], 2004; 2005). A full review of the public health literature is beyond the scope of this paper, but an overview of trends lends some insights into the magnitude and importance of these issues. For example, over the last decade in the USA the prevalence of obesity among adults has typically increased each year, from 19.4% in 1997 to 27.4% in 2008. Diagnosed diabetes rates have also increased over time with a 5.1% increase in 1997 and 7.9% increase reported early in 2008. Meanwhile, a modifiable risk factor, that is, regular leisure time physical activity, has remained quite constant with 29.8% and 29.5% of adults indicating regular participation in leisure time physical activity (in 1998 and 2008, respectively). Furthermore, the annual percentage of adults reporting excellent or very good health has decreased from 69.1% in 1998 to 66.2% in 2008 (Centers for Disease Control and Prevention [CDC], 2008). Sadly, similar negative health trends also affect children's health. It is well documented that many children are physically inactive and become even less active as they age (CDC, 1997;
Journal of Teaching in Physical Education, 2014
The impact of Comprehensive School Physical Activity Programs (CSPAPs) on urban children's, educators', and parents' physical activity (PA) is relatively unknown. The purpose of this study was to explore overall changes in student, educator, and parent PA after an 8-month CSPAP-based program. This longitudinal, exploratory study implemented a CSPAP in 20 urban elementary schools, with six randomized for research. In-school PA was measured prepost for all fourth grade students using accelerometers. Parent and educator PA was self-reported using the IPAQ. RM-ANOVAs revealed significant prepost increases in minutes of student MVPA (P < .001). Parents significantly increased PA (P < .01) and although educators' reported change in PA, it was not statistically significant (P = .50). This study provides unique information about the potential influence of one CSPAP on students' overall PA, PA by individual context within the school, the differential PA patterns by race, and PA changes for educators and parents.
Implementation of a School-Based State Policy to Increase Physical Activity
Journal of School Health, 2009
BACKGROUND: In 2005, the North Carolina State Board of Education updated the Healthy Active Children Policy to include a requirement that all kindergarten through eighth-grade children receive at least 30 minutes of moderate-to-vigorous physical activity each school day through physical education, recess, and other creative approaches. This study describes how districts are meeting the physical activity-related portion of this policy and explores the policy implementation successes and challenges. METHODS: An online survey was conducted in summer 2007 in all school districts in the state (response rate 106/111; 95.5%). Respondents were asked to describe the implementation successes and challenges associated with including 30 minutes of physical activity in the school day. Answers were double coded, checked, and grouped into themes. RESULTS: The physical activity requirement was most often met through recess, physical education, classroom Energizers, and intramural sports. School districts reported numerous positive effects of the policy in elementary and middle schools. Benefits included increased student focus on studies, physical activity participation, awareness of healthy habits, alertness and enjoyment, and higher staff involvement. Implementation challenges to the policy included lack of time in the school day, teacher participation, and concerns about academics. CONCLUSIONS: School districts reported that implementation of the policy produced many positive results for students and staff. Addressing several implementation challenges common across school districts would strengthen the ongoing success of the policy.
SAGE Open, 2021
School-based physical activity can promote health and improve learning outcomes, but efforts to increase school physical activity have had limited success. This study evaluates the sustainability of a multicomponent school-based physical activity intervention and identifies important factors for implementation and sustainability. Results are based on focus group interviews with 18 teachers at five implementing schools 10 months after the termination of the intervention period. The intervention comprised components related to physical education, recess, and the classroom, and focuses on inclusion for all students. The descriptive analysis of the interviews shows that the intervention is sustained with variation, and activities are adapted differently at the five schools. The deductive content analysis, based on the Framework for Effective Implementation, reveals several important factors for sustainable implementation: School management plays an important role in setting a long-term ...
The impact of Comprehensive School Physical Activity Programs (CSPAPs) on urban children's, educators', and parents' physical activity (PA) is relatively unknown. The purpose of this study was to explore overall changes in student, educator, and parent PA after an 8-month CSPAP-based program. This longitudinal, exploratory study implemented a CSPAP in 20 urban elementary schools, with six randomized for research. In-school PA was measured prepost for all fourth grade students using accelerometers. Parent and educator PA was self-reported using the IPAQ. RM-ANOVAs revealed significant prepost increases in minutes of student MVPA (P < .001). Parents significantly increased PA (P < .01) and although educators' reported change in PA, it was not statistically significant (P = .50). This study provides unique information about the potential influence of one CSPAP on students' overall PA, PA by individual context within the school, the differential PA patterns by race, and PA changes for educators and parents.
Preliminary evidence for school-based physical activity policy needs in Washington, DC
Journal of physical activity & health, 2012
The school setting could be a primary venue for promoting physical activity among inner-city children due to the structured natured of the school day. We examined differences in step counts between structured school days (SSD) and weekend days (WED) among a sample of public school children in Washington, DC. Subjects (N = 29) were third- to sixth-grade students enrolled in government-funded, extended-day enrichment programs. Step counts were measured using a pedometer (Bodytronics) over 2 SSD and 2 WED. Differences in mean step counts between SSD and WED were determined using multivariable linear regression, with adjustments for age, sex, and reported distance between house and school (miles). Recorded step counts were low on both SSD and WED (7735 ± 3540 and 8339 ± 5314 steps/day). Boys tended to record more steps on SSD compared with girls (8080 ± 3141 vs. 7491 ± 3872 steps/day, respectively), whereas girls recorded more steps on the WED compared with boys (9292 ± 6381 vs. 7194 ± ...
Special Issue: Comprehensive School Physical Activity Programs
Journal of Teaching in Physical Education, 2014
Annotation: The Editors' Notes address two different topics using two parts: (a) a discussion of this Special Issue on Comprehensive School Physical Activity Programs and (b) a brief suggesting that authors/reviewers might consider using a broader range of models and methods in research papers submitted to JTPE along with one example of this potentially broadened scope via mixed methods.
Health Education Research, 2006
Physical activity levels begin to decline in childhood and continue falling throughout adolescence, with girls being at greatest risk for inactivity. Schools are ideal settings for helping girls develop and maintain a physically active lifestyle. This paper describes the design and implementation of 'Lifestyle Education for Activity Program', or LEAP. LEAP used a health team approach with participatory strategies to provide training and support, instructional capacity building and opportunities to adapt school instructional program and environmental supports to local needs. The social-ecological model, based on social cognitive theory, served as the organizing framework for the LEAP intervention and elements of the coordinated school health program model as intervention channels. For the 12 intervention schools, LEAP staff documented 191 visits and interactions with 850 individuals over the 2-year period. Teachers reported successful implementation of most components of the intervention and demonstrated optimism for sustainability. These results indicate that a facilitative approach to intervention im-plementation can be used successfully to engage school personnel, and to change instructional programs and school environments to increase the physical activity level of high school girls.