Computer Science & Physical Activity In Elementary Schools: MoveSmart Initial Efficacy

Abstract

Schools are ideal for promoting physical activity, given the ethnic disparities in participation, yet school-based physical activity programs compete for time with academic subjects like science and math. PURPOSE: Using a Research Practitioner Partnership (RPP), we tested the initial efficacy of Project moveSMART to increase physical activity (PA) and STEM knowledge among 4th-5th graders across two Title 1 schools. The secondary aim was to reduce ethnic disparities in STEM. METHODS: moveSMART is an online application where aggregate daily PA minutes and intensity propel students on a virtual journey across the US. At waypoints, standards-based STEM learning modules are unlocked and delivered as lessons in the classroom. Data sources were pre/post accelerometer data, SOFIT, learning artifacts, and app usage. RESULTS: Over 2 years, 290 elementary students (83% Hispanic; 9% non-Hispanic White, 8% non-Hispanic Black) participated. Classroom PA significantly increased by 10 minutes (SOFIT = Mpre = 2.01 ± 0.15, Mpost = 3.45 ± 0.43, p < .05). Total MVPA accelerometer data was significantly higher (Mpre = 9.7% ± 5.61%, Mpost = 39.3% ± 3.44%; p < .01). Active classrooms had significantly more PA check-ins per week (M1 = 4.01 ± 0.15, M2 = 1.02 ± 0.52). STARR test scores in STEM increased by 9%, and 83% of students used scratch coding to build accelerometers. Hispanic students had the greatest gains in PA (13%) and STARR testing (9%). CONCLUSION: Elementary students using scratch code to build accelerometers for collecting and interpreting data as citizen scientists led to increased PA minute/day and STEM knowledge. Facilitated learning through virtual applications has the potential to change behavior. When COVID reduced PA, moveSMART kept children moving!