Initial Physical Activity And Body Mass Indices In A Health/International Magnet Elementary School

Abstract

Recent evidence suggests that elementary school students have an increasing incidence of overweight and obesity, attributed in part to insufficient exercise. Health Magnet Schools accept the responsibility of not only integrating health into the curriculum, but also encouraging physical activity. PURPOSE The purpose of this investigation was 1) to characterize the Body Mass Index (BMI) of magnet school students in grades 1 (G1), 2 (G2), 3 (G3), and 4 (G4), and 2) to quantify the movement activities of students during the school day across 6 weeks (W1, W2, W3, W4, W5, W6). METHOD Students at Eagle Mountain Magnet School Health/International Studies (n=255) electively chose to participate in the Health magnet activities. Students wore pedometers (Step-by-Step, Lee's Summit, MO) that recorded steps during 8am to 2pm each school day. Data were recorded and compiled for 6 consecutive weeks. On-going totals were translated to approximate distance and plotted on a campus globe to provide visual incentive for students to collectively walk “around the world.” RESULTS Mean BMI was 17.0±2.6 (n=65), 17.5±3.7 (n=69), 18.0±3.5 (n=70), and 20.0±4.6 (n=51) for G1, G2, G3, and G4, respectively, and was not linearly related (p>.05) to pedometer data. Mean steps (in thousands) were 38.8±27.7, 55.9±37.9, 68.6±40.4, and 115.4±35.7 for G1, G2, G3, and G4, respectively. One way ANOVA across grades revealed a significant difference (F(3,251)=45.7, p<.001) and Tukey's post-hoc pairwise multiple comparison identified significant differences between all grades except G2 and G3. One way ANOVA repeated measures revealed difference (F(5,1090)=26.9, p>.01) among treatments and Tukey's post-hoc pairwise multiple comparison identified decreased (p>.01) total steps for all students from W1 (15.1±8.1) to subsequent weeks, W2 (10.5±6.6), W3 (13.0±8.6), W4 (13.6±10.3), W5 (11.9±10), and W6 (11.4±8.7), respectively. CONCLUSION These data identified that a movement emphasis program resulted in increasing activity at each grade level and decreasing activity with time. Motivational strategies must be continually employed to encourage activity and control body mass.