Physical Activity In Elementary Schools Research Articles

Computer Science & Physical Activity In Elementary Schools: MoveSmart Initial Efficacy

Schools are ideal for promoting physical activity, given the ethnic disparities in participation, yet school-based physical activity programs compete for time with academic subjects like science and math. PURPOSE: Using a Research Practitioner Partnership (RPP), we tested the initial efficacy of Project moveSMART to increase physical activity (PA) and STEM knowledge among 4th-5th graders across two Title 1 schools. The secondary aim was to reduce ethnic disparities in STEM. METHODS: moveSMART is an online application where aggregate daily PA minutes and intensity propel students on a virtual journey across the US. At waypoints, standards-based STEM learning modules are unlocked and delivered as lessons in the classroom. Data sources were pre/post accelerometer data, SOFIT, learning artifacts, and app usage. RESULTS: Over 2 years, 290 elementary students (83% Hispanic; 9% non-Hispanic White, 8% non-Hispanic Black) participated. Classroom PA significantly increased by 10 minutes (SOFIT = Mpre = 2.01 ± 0.15, Mpost = 3.45 ± 0.43, p < .05). Total MVPA accelerometer data was significantly higher (Mpre = 9.7% ± 5.61%, Mpost = 39.3% ± 3.44%; p < .01). Active classrooms had significantly more PA check-ins per week (M1 = 4.01 ± 0.15, M2 = 1.02 ± 0.52). STARR test scores in STEM increased by 9%, and 83% of students used scratch coding to build accelerometers. Hispanic students had the greatest gains in PA (13%) and STARR testing (9%). CONCLUSION: Elementary students using scratch code to build accelerometers for collecting and interpreting data as citizen scientists led to increased PA minute/day and STEM knowledge. Facilitated learning through virtual applications has the potential to change behavior. When COVID reduced PA, moveSMART kept children moving!

Project SMART: A cooperative educational game to increase physical activity in elementary schools

Children's rates of physical activity are declining at alarming rates, even given the wealth of evidence that participation in physical activity is positively correlated with better performance in school and long-term health protective factors. In this paper, we describe Project SMART, which directly targets childhood physical activity within the elementary school. The basis of Project SMART is a cooperative educational game originally designed to raise kids awareness of sustainable active transportation to and from school. In Project SMART, we adapt this game to focus on the health and educational benefits of moderate to vigorous physical activity, leveraging organized physical activity opportunities during the school day. In the game, a class cooperatively earns credit for performing physical activity. This credit takes the form of distances traveled on a virtual path (e.g., along Route 66 across the United States). As the class makes progress, they unlock waypoints that contain learning modules defined by their teachers to be directly tied to their curricular content. The paper describes the manner in which Project SMART has used community based-participatory research to develop a game that integrates with the school and community, and reports on the results of a pilot study carried out during the 2019–2020 academic year.

Comprehensive Policies to Support Comprehensive Practices: Physical Activity in Elementary Schools.

Schools are a setting in which students learn about the importance of lifelong physical activity (PA). Best practice guidelines indicate that schools should provide students with adequate physical education (PE) minutes and opportunities to engage in PA throughout the school day. Data from the nationally representative School Nutrition and Meal Cost Study in 2014-2015 were utilized to assess PA practices (including PE) at 412 public elementary schools. These data were linked to state- and district-level policy data from the National Wellness Policy Study to examine the relationships between state law and school district policies and school practices. Just over half of the schools were in a state with a policy regarding PE minutes. The comprehensiveness and strength of PA policies were higher at the district level than the state level, but were still low overall. Comprehensiveness of PA policies at the state level, but not at the district level, was related to schools within those states that provide more PA practices. Existence of PE and PA policies at the state level appears to be an important predictor of school PA practices. Having more comprehensive policies at the state level may be an important facilitator of school implementation of comprehensive PA practices.

Influence of Physical Activity on Elementary School Children: Challenges and Practice

Influence of Physical Activity on Elementary School Children: Challenges and Practice

The Association of Rural Elementary School Environmental Characteristics with Children’s Physical Activity Levels at School

Background: The importance of school settings for obesity prevention efforts may be most critical in low-income rural areas where healthy eating and physical activity (PA) resources are scarce. This study examined the association of rural elementary school environmental characteristics with children’s PA behaviors at school. Methods: Analyses were based on objectively measured height, weight, and PA data from 1443 first to sixth graders attending six rural elementary schools in Oregon. The School Physical Activity and Nutrition Environment Tool (SPAN-ET) was used to measure elementary school PA policy, practice, and physical environments. Multivariable linear regressions were used to examine associations of 29 SPAN-ET PA measurement criteria, with total PA (light, moderate, vigorous; min/d), and moderate-to-vigorous PA (MVPA; min/d), adjusting for child sex, age, and BMI z-score. Results: Our final sample included 755 boys and 688 girls (9 ± 1.7 years); Of them, 16% were overweight and 21% obese. Total PA was positively associated with 21 SPAN-ET PA criteria (unadjusted P value ranged from 0.7 to 0.001; adjusted P < 0.0125); 15 criteria were positively associated with MVPA (unadjusted P value ranged from 0.313 to 0.001; adjusted P < 0.00625). Conclusions: Characteristics of rural school environments are associated with children’s PA behaviors at school. Structured physical education, classroom-based PA, PA messaging, and adequate indoor/outdoor space are important correlates of PA in rural schools.

Barriers to the Delivery of Children’s Physical Activity in California’s Central Valley

The Niños Sanos, Familia Sana project is a multifaceted intervention to slow down the rate of BMI increase in young children in two Mexican-origin communities using a Community Based Participatory Research approach. This study focused on the physical activity component to examine where schoolteachers engage their students in physical activity, identify the barriers to class daily physical activity, and determine teacher’s perceptions regarding strategies to increase daily classroom physical activity. During the 2014-2015 school year, thirty-two preschool through third grade teachers from the intervention and control communities completed a Classroom Barriers to Physical Activity survey. Descriptive statistics revealed that the students in the treatment community tended to have physical activity on a playground (84.6%). A higher percentage of teachers in the control group (68.4%) reported they use the classroom for physical activity. Furthermore, teachers in the control group indicated that spending physical activity time in the classroom was a high barrier to daily physical activity. By understanding the barriers for delivering physical activity in elementary schools, we can gain a stronger understanding of the development and implementation of physical activity interventions for low-income rural communities.

Instant Recess ® : A Practical Tool for Increasing Physical Activity During the School Day

An increased prevalence of overweight/obesity among children has led to school district level policies to increase physical activity (PA) among elementary school students. Interventions are needed that increase activity levels without sacrificing time spent in academics. We evaluated a policy implementation intervention for to increase in-school PA in elementary schools in Forsyth County, North Carolina, in a randomized study with a delayed intervention control group. The study included third- through fifth-grade classrooms in eight elementary schools. Instant Recess® was used to introduce 10-minute PA breaks in classrooms on schedules determined by teachers. Direct observation was used to measure activity levels, other student behaviors, and teacher behaviors related to PA in the classrooms. Twenty-eight visits to schools were made during the spring and fall semesters of 2009. At baseline 11% to 44% of intervention and control schools were engaged in classroom-based PA. PA increased from baseline to spring follow-up in intervention schools and was maintained the following fall. Control schools decreased PA from baseline to spring and increased PA once they began the intervention. Students in classrooms engaged in Instant Recess exhibited statistically significant increases in light (51%) and moderate-intensity (16%) PA and increases in time spent in on-task behavior (11%). Control schools experienced similar benefits after they began implementing Instant Recess. Instant Recess is useful for increasing PA and improving behavior among elementary school children. Additional research may be needed to understand how to create policies supporting classroom activity breaks and how to assess policy adherence.

Leisure-Time Physical Activity in Elementary Schools: Analysis of Contextual Conditions

Little is known about children's leisure-time physical activity (PA) at school and how it is associated with contextual variables. The purpose of this study was to objectively assess children's voluntary PA during 3 daily periods and examine modifiable contextual factors. We conducted SOPLAY (System for Observing Play and Leisure Activity in Youth) observations before school, during recess, and at lunchtime in 137 targeted activity areas in 13 elementary schools over 18 months. During observations, each child was coded as Sedentary, Walking, or Vigorous, and simultaneous entries were made for area characteristics (accessibility, usability, presence of supervision, loose equipment, and organized activities). Logistic regression analysis was used to test associations between PA and area characteristics. Assessors made 2349 area visits and observed 36,995 children. Boys had more moderate-to-vigorous physical activity (MVPA; 66.2 vs 60.0%, p < .001) and more vigorous PA (29.8 vs 24.6%; p < .001) than girls. Areas were typically accessible and usable, but provided organized activities infrequently (16.5%). Odds of engaging in MVPA were greater during lunch and recess than before school and in areas with play equipment (p < .05). Children accrued a substantial amount of voluntary PA during leisure time at school. Their PA would likely be increased if school playground equipment was more readily available and if supervisors were taught to provide active games and promote PA rather than suppress it.

An active school model to promote physical activity in elementary schools: Action schools! BC

An active school model to promote physical activity in elementary schools: Action schools! BC

Implementation of Texas Senate Bill 19 to Increase Physical Activity in Elementary Schools

In 2001, the 77th Texas legislature passed Senate Bill 19 requiring students in publicly funded elementary schools to participate in physical activity and schools to implement a coordinated school health program by September 1, 2007. We report on awareness of and adherence to Senate Bill 19 in a statewide sample of elementary schools and a subsample in two public health regions located along the Texas-Mexico border. Statewide, structured interviews with principals indicated high awareness of Senate Bill 19's requirements, but lower awareness of the need for parental involvement. Only 43% of Texas schools had adopted their coordinated program 1 year or less before the implementation deadline. Principals reported an average of 179 min of physical education per week, higher than the 135-min mandate. Among the subsample border schools, principals' physical activity reports were consistent with teacher records and student reports. Further, direct observation of physical education indicated that 50% of class time was spent in moderate and vigorous physical activity, meeting the level of physical activity intensity recommended by Healthy People 2010. The differences observed by public health regions included: more physical activity minutes in Region 10 (231 min compared to 217 min in Region 11); higher adoption of coordinated school health programs (92% compared to 75%); more district-level school health advisory committees (58% compared to 38%) and school-level school health advisory committees (83% compared to 25%); and a lower prevalence of obesity in 4th grade students (21% compared to 32%). Differences by region suggest that Senate Bill 19 is not being adhered to equally across the state, and some regions may require further support to increase implementation. Results underscore the importance of continued monitoring of enacted legislation, and that legislation for child health that focuses on school programs and policies requires funding and refinement to produce the intended effect.

Prevention in the first place: schools a setting for action on physical inactivity

Promoting physical activity has become a priority because of its role in preventing childhood obesity and chronic disease. Ecological approaches that recognise the interaction between individuals and the settings in...

An active school model to promote physical activity in elementary schools: Action schools! BC

Objective:To assess the impact of an active school model on children’s physical activity (PA).Design:16-month cluster randomised controlled trial.Setting:10 elementary schools in Greater Vancouver, BC.Participants:515 children aged 9–11 years.Intervention:Action Schools! BC...

Physical Activity, Public Health, and Elementary Schools

Physical inactivity is a serious public health problem that is associated with numerous preventable diseases. Public health concerns, particularly those related to the increased prevalence of overweight, obesity, and diabetes, call for schools to become proactive in the promotion of healthy, physically active lifestyles. This article begins by differentiating physical activity from associated concepts (e.g., physical education, physical fitness) and then summarizes the literature related to the importance of physical activity for children and the need for its promotion in elementary schools. We describe numerous opportunities for children to accrue physical activity in elementary schools (e.g., physical education classes, program integration with other subject areas, recess, extracurricular programs, and active transport to school) and provide recommendations for sound educational practice.

Physical activity across the curriculum (PAAC): Rationale and design

Background Over the years schools have reduced physical education and recess time in favor of more academic instruction. Due to the drastic rise in obesity levels among children, some states have begun to mandate minimum amounts of physical activity (PA) that school children receive, causing schools to find alternative methods for increasing PA levels. Physical Activity Across the Curriculum (PAAC) is a 3-year randomized clinical trial incorporating moderate-intensity PA in elementary schools to reduce childhood obesity. This paper describes the rational, design, and methods of the PAAC intervention study. Methods Twenty-two elementary schools were randomized to either a control or intervention condition. In schools randomized to the intervention condition (PAAC), regular classroom teachers were taught how to incorporate PA into standard academic lessons. Teachers were asked to accumulate 90–100 min/week of PAAC each week through out the 3-year study period. Schools randomized to the control group did not alter their teaching methods. Direct observation of PA levels in the classroom was collected weekly. Height and weight was measured twice a year to calculate BMI. Results Two years of the intervention have been completed and only one school has left the study. The remaining 21 schools are participating in the final intervention year. Conclusions The results from the PAAC intervention may provide schools with an alternative method to increase PA levels in children and reduce childhood obesity.

Lessons learned from Action Schools! BC—An ‘active school’ model to promote physical activity in elementary schools

The 'active school' model offers promise for promoting school-based physical activity (PA); however, few intervention trials have evaluated its effectiveness. Thus, our purpose was to: (1) describe Action Schools! BC (AS! BC) and its implementation (fidelity and feasibility) and (2) evaluate the impact of AS! BC on school provision of PA. Ten elementary schools were randomly assigned to one of the three conditions: Usual Practice (UP, three schools), Liaison (LS, four schools) or Champion (CS, three schools). Teachers in LS and CS schools received AS! BC training and resources but differed on the level of facilitation provided. UP schools continued with regular PA. Delivery of PA during the 11-month intervention was assessed with weekly Activity Logs and intervention fidelity and feasibility were assessed using Action Plans, workshop evaluations, teacher surveys and focus groups with administrators, teachers, parents and students. Physical activity delivered was significantly greater in LS (+67.4 min/week; 95% CI: 18.7-116.1) and CS (+55.2 min/week; 95% CI: 26.4-83.9) schools than UP schools. Analysis of Action Plans and Activity Logs showed fidelity to the model and moderate levels of compliance (75%). Teachers were highly satisfied with training and support. Benefits of AS! BC included positive changes in the children and school climate, including provision of resources, improved communication and program flexibility. These results support the use of the 'active school' model to positively alter the school environment. The AS! BC model was effective, providing more opportunities for "more children to be more active more often" and as such has the potential to provide health benefits to elementary school children.

Leisure-Time Physical Activity in Elementary Schools

Schools are important settings for children to engage in physical activity (PA). Most school PA studies focus on PE, and little information exists on the PA of boys and girls during leisure time and how it is affected by environmental variables. PURPOSE:S: To (a) objectively measure leisure-time PA of boys and girls at school before class, at recess, and during lunch, and (b) to assess environmental factors that may influence it. METHODS: SOPLAY (System for Observing Play and Leisure Activity in Youth) observations were made before school, during recess, and at lunch time in 13 elementary schools in 3 districts in California. All PA areas (N=137; mean=10.5 per school; SD=2.8) at schools were identified, and observations were made over 18 months and included 5 days in each school. During an observation each child was coded as Sedentary, Walking, or Vigorous using specialized counters. Entries were simultaneously made for area characteristics (e.g., accessibility, usability; and presence of supervision, loose equipment, and organized activities). Numbers and % of children in the different PA levels in areas were obtained and a summary score, Energy Expenditure Rate (EER), was calculated using heart rate values. RESULTS: Assessors made 2349 visits to areas and observed a total of 36,995 children. More boys (N=1 9,809) than girls (N=17,146) used areas, and they engaged in more Vigorous Physical Activity (VPA; 29.8% vs. 24.6%; p>.001) and Moderate to Vigorous Physical Activity (MVPA; 66.2 vs. 60.0%; p>.001) and had higher EER (0.095 vs. 0.909 kcal/kg/min; p>.001). Children were more active at recess and lunch than before morning classes. While areas were typically accessible and useable, they provided organized activities infrequently (16.5%), especially before school (10.9%). Boys activity levels were similar in areas with and without organized activities, but girls had more MVPA in areas without organized activities (p<.05). Close supervision was provided in 57% of areas. Children had greater MVPA (p<.001) and EER (p<.05) in unsupervised than in supervised areas. About a third (34.7%) of areas had loose, non-permanent, equipment. Children had greater MVPA (p<.001), VPA (p<.001), and EER (p<.001) in areas with equipment. CONCLUSIONS: Children accrued a substantial amount of voluntary PA during leisure. Similar to previous research, boys were more active than girls. Modifiable environmental conditions, such as the provision of equipment, were associated with more activity. Playground supervisors could be trained to provide more vigorous PA and to prompt and reinforce children's activity engagement. Supported by NIH HL73776

Opportunities for Student Physical Activity in Elementary Schools: A Cross-Sectional Survey of Frequency and Correlates

The objectives of this study were to describe opportunities for student physical activity (PA) in elementary schools and to identify factors in the school environment associated with higher PA opportunity. Self-report questionnaires were completed by school principals and physical education teachers in 277 schools (88% response) in metropolitan Montreal. Correlates of opportunity were identified using ordinal logistic regression. There was substantial variation in PA opportunities between schools. Higher opportunity was associated with role modeling of PA by school principals, their interest in increasing PA through links to the municipality, adequate financial and human resources, access to school sports facilities, adequate space for storing student sports equipment, and suburban location. There is both the need and the potential for intervention to increase PA opportunities in elementary schools. Addressing barriers related to resources and access to sports facilities may help reduce disparities between schools in opportunities for students to engage in PA.

Physical Education and Physical Activity in Elementary Schools in Flanders

Schools are the primary societal institution with responsibility for promoting physical activity in youth. Physical education (PE) classes, physical activity outside PE classes and information to parents and other educational team members can contribute to the development of an active lifestyle. The purpose of the present study was to evaluate how adequately elementary schools in Flanders are filing the physical activity promoting role recently emphasised. According to reports of a representative sample of 78 elementary PE teachers, PE in Flanders is led mostly by specialised, moderately well to well equipped teachers. However limited PE time, limited promotion of physical activity outside PE and poor parent involvement may result in pupils not reaching the daily physical activity requirement of 1 hour and in not maintaining an active lifestyle into adulthood. Since a health‐related PE curriculum can provide pupils with substantially more physical activity and since teachers reported receptiveness to such a programme, its implementation in Flanders needs to be considered.