Abstract
Objective: Discuss differences in time, intensity, and categories of formal classroom physical activities between treatment and comparison groups in pre-K through 3rd grade classrooms. Description: Treatment teachers integrated SPARK curriculum activities into their curriculum and recorded physical activity. Comparison teachers recorded existing classroom physical activities over the same time period. Evaluation: Teachers completed a demographic survey and weekly surveys recording minutes of formal physical activity per week, intensity levels, and category of physical activity. Conclusions and Implications: Analyses found differences in intensity of activities and teacher characteristics, indicating set curriculum increases quality of physical activity instruction. Funding: USDA Grant #2011-68001-30167
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