Abstract
Background: Decreasing the risk of overweight and obesity from an early age is imperative and efforts should focus on fostering children’s physical activity (PA). Within school-based interventions, there is insufficient evidence on the effectiveness of the use of character peer-modeling and goal setting to increase physical activity. Therefore, the purpose of this study was to examine the impact of a school-based intervention on PA and enjoyment of PA in grades 3 - 5 elementary school age children at two urban elementary schools. Methods: Participants were 95 students of 8 - 10 years old; activity monitors were used to assess physical activity. Daily physical activity and enjoyment was recorded at baseline, intervention, and at a 6-school-week follow-up. Results: PA significantly increased in the intervention school averaging 5549 steps at baseline, 5889 steps during the intervention, and 6515 during follow-up (p < 0.05). Participants significantly increased their moderate to vigorous physical activity from 28.54 min at baseline to 30.06 minutes at week 4 and 36.45 during follow-up (p < 0.05). There was no change in enjoyment levels from baseline to follow-up. Conclusion: The Fit “n” Cool Kids intervention presents the potential of peer-modeling and goal setting for increasing PA at school. Continued interventions in schools may positively influence children’s healthy living patterns.
Highlights
IntroductionIt is suggested that 30 minutes [2] or 5505 steps [3] of this total should be accumulated at school
Our findings suggest that peer-modeling and goal setting were effective at increasing steps and MVPA, and are in support of other studies [26]
It is recommended that children should be active at least 60 minutes a day at MVPA intensity [1]
Summary
It is suggested that 30 minutes [2] or 5505 steps [3] of this total should be accumulated at school This amount of PA grants both short- and long-term physical and psychological health benefits such as obesity prevention and cardiovascular and bone health. Within school-based interventions, there is insufficient evidence on the effectiveness of the use of character peer-modeling and goal setting to increase physical activity. Physical activity and enjoyment was recorded at baseline, intervention, and at a 6-school-week follow-up. Results: PA significantly increased in the intervention school averaging 5549 steps at baseline, 5889 steps during the intervention, and 6515 during follow-up (p < 0.05) Participants significantly increased their moderate to vigorous physical activity from 28.54 min at baseline to 30.06 minutes at week 4 and 36.45 during follow-up (p < 0.05). Continued interventions in schools may positively influence children’s healthy living patterns
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