Abstract
BackgroundChildhood obesity is an epidemic. Strategies are needed to promote children’s healthy habits related to diet and physical activity. School gardens have the potential to bolster children’s physical activity and reduce time spent in sedentary activity; however little research has examined the effect of gardens on children’s physical activity. This randomized controlled trial (RCT) examines the effect of school gardens on children’s overall physical activity and sedentary behavior; and on children’s physical activity during the school day. In addition, physical activity levels and postures are compared using direct observation, outdoors, in the garden and indoors, in the classroom.Methods/DesignTwelve New York State schools are randomly assigned to receive the school garden intervention or to serve in the wait-list control group that receives gardens and lessons at the end of the study. The intervention consists of a raised bed garden; access to a curriculum focused on nutrition, horticulture, and plant science and including activities and snack suggestions; resources for the school including information about food safety in the garden and related topics; a garden implementation guide provided guidance regarding planning, planting and maintaining the garden throughout the year; gardening during the summer; engaging volunteers; building community capacity, and sustaining the program.Data are collected at baseline and 3 post-intervention follow-up waves at 6, 12, and 18 months. Physical activity (PA) “usually” and “yesterday” is measured using surveys at each wave. In addition, at-school PA is measured using accelerometry for 3 days at each wave. Direct observation (PARAGON) is used to compare PA during an indoor classroom lesson versus outdoor, garden-based lesson.DiscussionResults of this study will provide insight regarding the potential for school gardens to increase children’s physical activity and decrease sedentary behaviors.Trial registrationClinicaltrial.gov # NCT02148315Electronic supplementary materialThe online version of this article (doi:10.1186/2049-3258-72-43) contains supplementary material, which is available to authorized users.
Highlights
While we know that time outdoors is a strong predictor of physical activity [21,22], there is need for research explicitly examining the effects of school gardens on children’s Physical activity (PA), using valid, objective measures of PA
Classes in the garden intervention group receive: a) a 4′ × 8′ raised bed garden kit; b) an educational toolkit containing lessons focused on nutrition, horticulture, and plant science (11 lessons for grades 4–5 in Year 1; and 9 lessons for grades 5–6 in Year 2), activities, and suggested recipes; c) a garden implementation guide that provides instruction on topics such as: how to plan, plant, and maintain the garden; gardening during the summer; engaging volunteers; building community capacity; and sustaining a school garden program; and d) on-line video training and documentation on how to use the toolkit
The garden intervention is examined holistically, so the specific activities that may be linked to increases in PA levels are not identified
Summary
The limitations of this study include a focus on New York State youth, which limits generalizability. The garden intervention is examined holistically, so the specific activities that may be linked to increases in PA levels are not identified. Results of this RCT will fill a gap in research literature and may provide insight regarding the potential for school gardens to increase children’s physical activity and decrease sedentary behaviors. By employing random assignment, using multiple measures, and providing longitudinal data over a 2-year period, this study will be the first to assess rigorously causal links between school gardens and children’s physical activity. Competing interests The authors declare that they have no competing interests. All authors participated in drafting the protocol and approved the final protocol
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