1274 Relationship Between Compliance with the “Cham Jam” Intervention and Physical Activity Levels in Bronx Elementary School Students

Abstract

Background and aims: A “CHAM JAM” intervention aims to increase physical activity (PA) in schools without daily physical education (PE). Compliance with delivering an intervention as planned is a fidelity measure important in interpreting intervention's effect. Aim: To assess the relationship between compliance with “CHAM JAM” and PA levels. Methods: A cluster-randomized wait-listed controlled study at 4 schools. Students in 2 schools received “CHAM JAM”, an audio CD with 10-minute, education-focused aerobic activities. Teachers were instructed to use intervention 3 or more times/day. Compliance with “CHAM JAM” was measured by unannounced random direct observations. PA was measured on 5 consecutive days at baseline, 3- and 6-months post-intervention using a pedometer. Hierarchical linear models were used to evaluate differences in PA levels in relation to degree of compliance. Results: 913 students participated (456 intervention; 457 control). After adjusting for baseline PA, grade level, recess and PE class participation, greater compliance with intervention was associated with increased PA levels 3- and 6-months postintervention, p<.0001 for both time points. Students who participated in “CHAM JAM” >2.5 times/day had greater PA levels as compared to controls at 3-months (3152 (SD 1288) steps vs. 2556 (SD 1150) steps, p=.0029) and 6-months (3822 (SD 1231) vs. 3448(SD 1488), p=.09) post-intervention. Overall, compliance with “CHAM JAM” was higher 3-months (mean 1.81, range 0-4 times/day) than 6-months post-intervention (mean 1.56, range 0-6 times/day). Conclusions: A dose-response relationship exists between compliance with “CHAM JAM” and PA levels. These results may have implications for further program evaluation and dissemination.