Multi-component Physical Activity Intervention Research Articles

Improving the fitness and physical activity levels of primary school children: Results of the Fit-4-Fun group randomized controlled trial

ObjectiveTo evaluate the impact of a multi-component school-based physical activity intervention (Fit-4-Fun) on health-related fitness and objectively measured physical activity in primary school children. MethodsFour Hunter primary schools were recruited in April, 2011 and randomized by school into treatment or control conditions. Participants included 213 children (mean age=10.72years±0.6; 52.2% female) with the treatment group (n=118) completing the 8-week Fit-4-Fun Program. Participants were assessed at baseline and 6-month follow-up, with a 91% retention rate. Cardio-respiratory fitness (CRF) (20m shuttle run) was the primary outcome, and secondary outcomes included body composition (BMI, BMIZ), muscular fitness (7-stage sit-up test, push-up test, basketball throw test, Standing Jump), flexibility (sit and reach) and physical activity (7days pedometry). ResultsAfter 6-months, significant treatment effects were found for CRF (adjusted mean difference, 1.14 levels, p<0.001), body composition (BMI mean, −0.96kg/m2, p<0.001 and BMI z-score mean −0.47 z-scores, p<0.001), flexibility (sit and reach mean, 1.52cm, p=0.0013), muscular fitness (sit-ups) (mean 0.62 stages, p=0.003) and physical activity (mean, 3253 steps/day, p<0.001). There were no group by time effects for the other muscular fitness measures. ConclusionsA primary school-based intervention focusing on fitness education significantly improved health-related fitness and physical activity levels in children.

Activity and health prevention in preschools—contents of an activity-based intervention programme (PAKT—Prevention through Activity in Kindergarten Trial)

AimTo establish an effective and feasible physical activity intervention programme for preschools.MethodsA multicomponent physical activity intervention programme with three components was developed for the preschool setting based on the psychomotor concept: daily structured physical education lessons for the children provided by the kindergarten teachers, physical activity homework for the child and his/her family, and parental education. The kindergarten teachers were invited to two workshops providing information on the background of the intervention and practical training for planning and organising the activity lessons. Regular supervision at the kindergartens was implemented.ResultsA manual describing the background and the content of the intervention as well as practical examples for physical education lessons was made available to kindergarten teachers. Furthermore, 183 illustrated cards with about 400 exercises and games were generated to plan the physical education lessons. In addition to describing the exercise tasks, their main focus, and possible modifications, the cards summarised the requirements with respect to space, equipment, and staff. This collection of exercises and games suits the needs of preschools of different sizes, and equipment and staff resources. The focus of the given exercises was on fun and cooperation of the participating children while improving coordination skills, perception, and muscle strength, power and endurance abilities. The cards were organised according to the main focus of the exercise. Likewise, 52 homework cards were generated illustrating games and motor tasks for one participant, as well as for the whole family, and accounting for seasonal requirements. Finally, three seasonal homework cards with further activity games as well as educational material for the parents (focussing, e.g., on the importance of motor abilities and physical activity in preschool children, of healthy nutrition and reduction of media use in childhood) were provided.ConclusionThe programme will now be distributed to preschools in Germany and also—after translation and adjustment to the local requirements—established in Chile.

Effect of a general school-based physical activity intervention on bone mineral content and density: A cluster-randomized controlled trial

BackgroundSpecific physical loading leads to enhanced bone development during childhood. A general physical activity program mimicking a real-life situation was successful at increasing general physical health in children. Yet, it is not clear whether it can equally increase bone mineral mass. We performed a cluster-randomized controlled trial in children of both gender and different pubertal stages to determine whether a school-based physical activity (PA) program during one school-year influences bone mineral content (BMC) and density (BMD), irrespective of gender. MethodsTwenty-eight 1st and 5th grade (6–7 and 11–12year-old) classes were cluster randomized to an intervention (INT, 16 classes, n=297) and control (CON; 12 classes, n=205) group. The intervention consisted of a multi-component PA intervention including daily physical education with at least 10min of jumping or strength training exercises of various intensities. Measurements included anthropometry, and BMC and BMD of total body, femoral neck, total hip and lumbar spine using dual-energy X-ray absorptiometry (DXA). PA was assessed by accelerometers and Tanner stages by questionnaires. Analyses were performed by a regression model adjusted for gender, baseline height and weight, baseline PA, post-intervention pubertal stage, baseline BMC, and cluster. Results275 (72%) of 380 children who initially agreed to have DXA measurements had also post-intervention DXA and PA data. Mean age of prepubertal and pubertal children at baseline was 8.7±2.1 and 11.1±0.6years, respectively. Compared to CON, children in INT showed statistically significant increases in BMC of total body, femoral neck, and lumbar spine by 5.5%, 5.4% and 4.7% (all p<0.05), respectively, and BMD of total body and lumbar spine by 8.4% and 7.3% (both p<0.01), respectively. There was no gender⁎group, but a pubertal stage⁎group interaction consistently favoring prepubertal children. ConclusionA general school-based PA intervention can increase bone health in elementary school children of both genders, particularly before puberty.

A cluster randomised trial to evaluate a physical activity intervention among 3-5 year old children attending long day care services: study protocol.

BackgroundYoung children are not participating in recommended levels of physical activity and exhibit high levels of sedentary behaviour. Childcare services provide access to large numbers of young children for prolonged periods, yet there is limited experimental evidence regarding the effectiveness of physical activity interventions implemented in this setting. The aim of this study is to assess the effectiveness and acceptability of a multi-component physical activity intervention, delivered by childcare service staff, in increasing the physical activity levels of children attending long day care services.Methods/DesignThe study will employ a cluster randomised controlled trial design. Three hundred children aged between 3-5 years from twenty randomly selected long day care services in the Hunter Region of New South Wales, Australia will be invited to participate in the trial. Ten of the 20 long day care services will be randomly allocated to deliver the intervention with the remaining ten services allocated to a wait list control group. The physical activity intervention will consist of a number of strategies including: delivering structured fundamental movement skill activities, increasing physical activity opportunities, increasing staff role modelling, providing children with a physical activity promoting indoor and outdoor environment and limiting children's small screen recreation and sedentary behaviours. Intervention effectiveness will be measured via child physical activity levels during attendance at long day care. The study also seeks to determine the acceptability and extent of implementation of the intervention by services and their staff participating in the study.DiscussionThe trial will address current gaps in the research evidence base and contribute to the design and delivery of future interventions promoting physical activity for young children in long day care settings.Trial registrationAustralian New Zealand Clinical Trials Registry ACTRN12610000087055

Effect of school based physical activity programme (KISS) on fitness and adiposity in primary schoolchildren: cluster randomised controlled trial

Objective To assess the effectiveness of a school based physical activity programme during one school year on physical and psychological health in young schoolchildren.Design Cluster randomised controlled trial.Setting 28 classes...

Using school-level interviews to develop a Multisite PE intervention program.

The Trial of Activity for Adolescent Girls (TAAG) is a randomized, multicenter field trial in middle schools that aims to reduce the decline of physical activity in adolescent girls. To inform the development of the TAAG intervention, two phases of formative research are conducted to gain information on school structure and environment and on the conduct of physical education classes. Principals and designated staff at 64 eligible middle schools were interviewed using the School Survey during Phase 1. The following year (Phase 2), physical education department heads of the 36 schools selected into TAAG were interviewed. Responses were examined to design a standardized, multicomponent physical activity intervention for six regions of the United States. This article describes the contribution of formative research to the development of the physical education intervention component and summarizes the alignment of current school policies and practices with national and state standards.

Impact of the Fit and Strong Intervention on Older Adults With Osteoarthritis

This study assessed the impact of a low cost, multicomponent physical activity intervention for older adults with lower extremity osteoarthritis. A randomized controlled trial compared the effects of a facility-based multiple-component training program followed by home-based adherence (n = 80) to a wait list control group (n = 70). Assessments were conducted at baseline and at 2 and 6 months following randomization. The training program consisted of range of motion, resistance training, aerobic walking, and education-group problem solving regarding self-efficacy for exercise and exercise adherence. All training group participants developed individualized plans for posttraining adherence. Relative to the persons in the control group, individuals who participated in the exercise program experienced a statistically significant improvement in exercise efficacy, a 48.5% increase in exercise adherence, and a 13.3% increase in 6-min distance walk that were accompanied by significant decreases in lower extremity stiffness at 2 and 6 months. Program participants also experienced a significant decrease in lower extremity pain and a borderline significant improvement in efficacy to adhere to exercise over time at 6 months (p =.052). In contrast, persons in the control group deteriorated over time on the efficacy and adherence measures and showed no change on the other measures. No adverse health effects were encountered. These benefits indicate that this low-cost intervention may hold great promise as one of a growing number of public health intervention strategies for older adults in the United States with osteoarthritis.