Physical Activity Contribution of a Modified Dancing Classrooms Program on Middle School Students Using Accelerometer Technology and Heart Rate Telemetry (original) (raw)
Given the importance attributed to physical inactivity as a major public health concern, physical education programs have been asked to increase the amount of physical activity children accumulate during class. The purpose of this study was to measure the effects of a “fitness-oriented” version of the popular Dancing Classrooms physical education program piloted at the middle school level. Adjustments in the program included (1) an additional instructor training protocol focused on fitness contribution and outcomes, (2) altering the songs and/or soundtrack of the program with more up tempo music, and (3) substituting a traditionally less active dance (i.e., Waltz) with a prospectively more active dance (i.e., Salsa). Using accelerometer technology, results showed a significant increase in heart rate, step counts, and vector magnitude of movement data when a “fitness-oriented” version of the program was employed. The variable found to be most beneficial in boosting physical activity output was the instructor training protocols emphasizing a fitness environment and time-on- task awareness. Increasing song tempos had a moderate effect on physical activity contribution, and substituting the Waltz with Salsa dance had no (or even less) impact on physical activity output. Swing dance recorded the highest physiological response as well as the highest enjoyment response. Females recorded significantly higher exercise intensity levels than males during the program. Focus group results indicated adolescent girls have the greatest concern about the dress protocols characteristic to the program which may be inhibiting them to engage in the dances more fully.
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