EVALUATION OF THE TAKE 10 CLASSROOM-BASED PHYSICAL ACTIVITY PROGRAM

Abstract

Interventions to increase physical activity are needed to combat the increasing prevalence of obesity in children. PURPOSE To evaluate the effectiveness of the Take 10 classroom-based physical activity program. METHODS Teachers were asked to use Take 10 materials and lead their class in 10 minutes of physical activity daily for 15 weeks. Classes were randomly assigned to the Take 10 (n = 12; 196 students) or control condition (n = 10; 146 students). Teacher perceptions of Take 10 were assessed via questionnaire. Student-based outcomes included comprehension of Take 10 content, attraction to and level of physical activity. Physical activity was assessed for 5 consecutive days during school hours with pedometers. Students reset the pedometer at the beginning of each day, and recorded the number of steps accumulated before and after Take 10, and at the end of the school day. RESULTS Teachers reported implementing Take 10 4.3±1.2 days per week, and 75% reported they would continue to use Take 10. Most teachers (83%) reported that activities were easy to implement and 100% noted that students actively participated. On the knowledge test, intervention group students in grades K-1, 2–3, and 4–5 averaged 86%, 78%, and 73% at baseline and 92%, 82%, and 73% post-intervention, respectively. Repeated measures ANOVA revealed no significant interactions (p > .05) for grade. Fourth and 5th graders completed the Peer Acceptance and Importance of Physical Activity subscales of the Children's Attraction to Physical Activity scale. No significant changes (p > .05) were noted. Average number of steps per class during Take 10 ranged from 505 to 760 steps. Take 10 steps ranged from an average of 14% to 19% of total steps taken during the school day. CONCLUSION Although the intervention group was sufficiently active during Take 10, they took only 142 more steps per day than the control group. This was a small difference (Cohen's delta = 0.14). This finding suggests that some teachers may have substituted Take 10 for recess so that the overall effect of Take 10 did not significantly increase physical activity during the school day.