Moderate-to-vigorous PA Of Students Research Articles

Flipping the Script: An Initial Exploration of Flipped Learning as an Enhanced Alternative to Traditional Physical Education Lessons.

Physical activity (PA) is related to a variety of positive outcomes for youth and physical education (PE) represents a primary school-based environment where students can engage in moderate-to-vigorous physical activity (MVPA). Limitations exist in secondary schools with low socio-economic status, where MVPA engagement is generally below the recommended 50% of lesson time. Growing evidence suggests that using a flipped learning approach (FLA) may naturally enhance PE lessons as outlined by The Theory of Expanded, Extended, and Enhanced Opportunities for Youth Physical Activity Promotion. The purpose of this study was to compare the impact of the FLA to traditional instruction on student MVPA, lesson context, and teacher involvement during middle school PE lessons. Participants were 56 male students from two 7th-grade classes from a low-SES, suburban school. This study employed the System for Observing Fitness Instruction Time (SOFIT). Data were examined through descriptive statistics. Linear regression models were used to predict SOFIT outcomes as a function of FLA versus traditional instruction. Students in the FLA class spent significantly more class time in MVPA (p < 0.01). Regression models predicted participants in FLA classes would spend 55% more class time in MVPA (p < 0.01). After adjusting for covariates, models showed students in FLA classes would spend almost 18 more minutes in MVPA than students in traditional classes (p < 0.01). The FLA may be a practical lesson enhancement strategy to increase student MVPA and improve PE opportunities for students in low SES schools when compared to the use of traditional instruction. The results of this study demonstrated positive potential of using FLA in PE but should be considered within the context of their limitations. Further examination of the FLA is warranted.

The Contribution of Walking to School in Students’ Physical Activity and Its Effect on Being Overweight

Results The findings of this research showed that being overweight is a concerning issue even in a small-sized and lightly populated city such as Bandar-Turkmen, Iran. Most students (90%) did not perform the required minimum daily activity when commuting to school. Further, overweight could be found even among those students who walked more than one hour to commute to school. The contribution of walking to school to the MVPA of overweight students was found to be low on school days and throughout the year. Counterintuitively, the situation is even worse for nonoverweight students. Conclusion The population of overweight students was more active compared to nonoverweight students in general, although they still suffered from excess weight since walking distances were short and not all days were school days. Thus, encouraging students to walk to school is necessary, while it is not sufficient alone as a single measure. Moreover, we recommend that all students should perform extra PA at home, school, or other places, on both school days and all other days of the year.

School-Level Factors within Comprehensive School Health Associated with the Trajectory of Moderate-to-Vigorous Physical Activity over Time: A Longitudinal, Multilevel Analysis in a Large Sample of Grade 9 and 10 Students in Canada.

(1) The majority of Canadian youth are insufficiently active, and moderate-to-vigorous physical activity (MVPA) decreases substantially during secondary school. School factors within the comprehensive school health (CSH) framework may help attenuate this decline. This study aimed to examine how youth MVPA changes over a three-year period and evaluate the school characteristics associated with preventing the decline in MVPA over time, guided by the CSH framework. (2) This study uses COMPASS survey data from 78 secondary schools in Ontario and Alberta that participated in Year 2 (2013/14), Year 3 (2014/15), and Year 4 (2015/16), and 17,661 students attending these schools. Multilevel (linear mixed effects) models were used to determine the association between school-level factors and student MVPA (weekly minutes) over time, stratified by gender. (3) Both male and female students had a significant decline in MVPA across the 3 years, with a greater decrease observed among female students. Within the CSH framework, the school’s social environment, partnerships, and policies were associated with student MVPA over time, however the specific school factors and directions of associations varied by gender. (4) School-based interventions (e.g., public health partnerships) may help avoid the decline in MVPA observed in this critical period and support student health.

A Systematic Review of Correlates of the Moderate-to-Vigorous Physical Activity of Students in Elementary School Physical Education

This study systematically summarize existing literature focusing on the correlates of students’ moderate-to-vigorous physical activity (MVPA) during elementary school physical education (PE). A systematic search was initiated to identify studies investigating the physical activity correlates in students during elementary PE. Two researchers independently screened the studies, assessed their methodological quality, and extracted relevant data. The correlates were synthesized and further assessed using the semiquantitative method. A total of 42 studies were included in the review. Out of 44 variables identified from these studies, 10 were consistently associated with MVPA. Gender (boys), PE activities (team games), PE context (fitness activities, game play, and skill practice), class location (outdoors)and perceived competence were consistently and positively associated with the MVPA of students in PE. Other variables, namely body mass index, larger class size, and PE activities (movement activities), were consistently and negatively related to MVPA. In conclusion, this study improves our understanding of the correlates of students’ physical activity from the demographic,biological, instructional, physical environment, social support, and psychological perspectives. These variables should be focused on when designing new or improving current interventions.

Association between Physical Activity and Mood States of Children and Adolescents in Social Isolation during the COVID-19 Epidemic.

The COVID-19 epidemic adversely affects the lifestyle of people. This study aimed to examine the impacts of social isolation on physical activity (PA) levels and mood states of children and adolescents and to explore the correlation between them during the COVID-19 epidemic. A total of 9979 children and adolescents (11.63 ± 1.23 years old) from Yan’an, China volunteered to participate in this study and completed online questionnaires. PA and mood states were measured by International Physical Activity Questionnaire Short Form (IPAQ-SF) and Profile of Mood States (POMS), respectively. The results showed that the mean of students’ moderate-to-vigorous PA (MVPA) was 23.19 min per day. The total mood disturbance in the moderate and high-level PA groups were significantly lower than those in the low-level PA group (p < 0.05). Additionally, boys and girls had significant differences in PA levels (p < 0.01), and the PA levels of students in different grades were also significantly different (p < 0.01). Meanwhile, boys’ mood states were worse than girls’. The Grade 4 in primary schools had the worst mood states while Grade 5 had the best mood states. The results suggested that the MVPA of students has dropped badly, compared with the results of previous studies investigated in normal times. In addition, the PA level had a significantly positive impact on the mood states of children and adolescents during the COVID-19 epidemic. Sex and grades were factors which affected the PA levels and mood states. This study can help policymakers and healthcare professionals understand PA and mood states of Chinese children and adolescents during the epidemic. We should pay attention to the changes in PA levels and mood states of children and adolescents.

Implementation of a School Physical Activity Policy Improves Student Physical Activity Levels: Outcomes of a Cluster-Randomized Controlled Trial.

To assess the impact of a multistrategy intervention designed to improve teachers' implementation of a school physical activity (PA) policy on student PA levels. A cluster-randomized controlled trial was conducted in 12 elementary schools. Policy implementation required schools to deliver 150minutes of organized PA for students each week via physical education, sport, or class-based activities such as energizers. Schools received implementation support designed using the theoretical domains framework to help them implement the current policy. A total of 1,502 children in kindergarten to grade 6 participated. At follow-up compared with control, students attending intervention schools had, measured via accelerometer, significantly greater increases in school day counts per minute (97.5; 95% confidence interval [CI], 64.5 to 130.4; P < .001) and moderate to vigorous physical activity(MVPA) (3.0; 95% CI, 2.2-3.8, P < .001) and a greater decrease in sedentary time (-2.1; 95% CI, -3.9 to -0.4, P = .02) per school day. Teachers in intervention schools delivered significantly more minutes (36.6min) of PA to their students at follow-up (95% CI, 2.7-70.5, P = .04). Supporting teachers to implement a PA policy improves student PA. Additional strategies may be needed to support teachers to implement activities that result in larger gains in student MVPA.

Secular changes in total steps and moderate-to-vigorous physical activity among fourth-grade students in Japan in 2003/2004 and 2016/2017

ABSTRACTNo study has investigated secular changes in both total steps and moderate-to-vigorous physical activity (MVPA) among Japanese children. This study examined the secular changes of total steps and MVPA among fourth-grade students in Japan in 2003/2004 and 2016/2017. It was performed at a school in Okayama Prefecture in Japan. A total of 452 participants (226 boys and 226 girls; mean age, 9.6 ± 0.5 years) participated in the study. We measured total steps and MVPA of the participants by using the same methods in 2003/2004 and 2016/2017. An uniaxial accelerometer was used to measure total steps and MVPA. On weekdays and weekends, the total steps and MVPA were lowered by approximately 1,000–3,000 steps/day and 10 min/day, respectively, in boys and by 1,000 steps/day and 5 min/day, respectively, in girls in 2016/2017 in comparison to 2003/2004. In both boys and girls, the percentage of children meeting 60 minutes/day of MVPA decreased in 2016/2017(weekdays: boys 21.8%, girls 6.0%; weekends: boys 3.8%, girls 4.1%) compared with 2003/2004 (weekdays: boys 48.2%, girls 11.6%; weekends: boys 7.8%, girls 7.6%). In conclusion, the results demonstrated that total steps and MVPA of fourth-grade students in Japan were lower in 2016/2017 than in 2003/2004.

A Pilot Intervention Using Gamification to Enhance Student Participation in Classroom Activity Breaks.

The purpose of this study was to determine the effect of adding game design elements (goal setting, feedback, and external rewards) to an evidence-based physical activity intervention to increase in-class physical activity participation (intensity of activity breaks performed). Nine third- through sixth-grade classrooms (n = 292 students) in one elementary-middle school in Detroit, Michigan (49% female, 95% nonwhite; 80% qualified for free/reduced lunch) participated in this 20-week intervention where teachers implemented 5 × 4 min moderate-to-vigorous activity breaks per day. Gamification of activity breaks occurred during weeks 13–20 of the intervention and included the use of game design elements and classroom goals for activity break intensity. Moderate-to-vigorous physical activity (MVPA) during activity breaks was measured via direct observation. There was a significant effect of intervention with a 27% increase in student MVPA participation during the gamified intervention weeks compared with the standard intervention weeks (p = 0.03). Gamification of activity breaks resulted in 55% (compared with 25% during the standard intervention) of students accumulating approximately 20 min of health-enhancing physical activity per day in their classroom. These findings provide preliminary evidence that gamifying activity breaks may be an important strategy for increasing student participation in classroom activity breaks.

An Intervention to Increase Students’ Physical Activity: A 2-Year Pilot Study

Schools are called upon to provide children with 30 minutes/day of moderate to vigorous physical activity (MVPA). Most school-based physical activity interventions have not targeted schools that serve children from low-income families. This study evaluated the effects of a pilot, competency-building professional development program on the school day MVPA and total activity (light- to vigorous-intensity activity) of students from schools that serve low-income families. Single group intervention with multiple follow-up repeated cross-sectional measures. Students attending eight elementary schools in one low-income school district serving 3,719 students. Participatory-based, experiential, competency-building professional development workshop for physical education and classroom teachers. Baseline was fall 2015, and the intervention was delivered during spring 2016 through spring 2017. Hip-placed accelerometers were used to derive the percentage of children accumulating 30 minutes of MVPA during the school day, minutes of MVPA, and time spent sedentary. Analyses were conducted during July 2017. A total of 1,570 first- and fourth-grade students (49.8% girls, 87.0% African American, 88% free and reduced-price lunch) were measured across the project. Primary analyses indicated that the percentage of girls and boys meeting the 30-minutes/day guideline increased by 9.3% (95% CI=4.7%, 13.9%) and 10.4% (95% CI=5.5%, 15.3%), respectively. A corresponding increase of 1.7 (95% CI=0.5, 2.8) and 2.5 (95% CI=1.1, 3.8) MVPA minutes accumulated during the school day were observed for both girls and boys, respectively. Primary analyses indicated that statistically significant increases in MVPA and total activity for boys and girls were observed across the school day, during classroom time, and during physical education. Participatory-based, experiential, competency-building professional development is an effective strategy for increasing students' MVPA and total activity in low-income schools. However, data from this study indicate that targeting settings outside of the school day may be more appropriate given that schools were providing more than two thirds of the recommended 30 minutes/day of MVPA prior to intervention.

Validation of an observation tool to assess physical activity-promoting physical education lessons in high schools: SOFIT+

ObjectivesSOFIT+ is an observation tool to measure teacher practices related to moderate-to-vigorous physical activity (MVPA) promotion during physical education (PE). The objective of the study was to examine the validity of SOFIT+ during high school PE lessons. DesignThis cross-sectional, observational study tested the construct validity of SOFIT+ in boys’ and girls’ high school PE lessons. MethodsTwenty-one PE lessons were video-recorded and retrospectively coded using SOFIT+. Students wore hip-mounted accelerometers during lessons as an objective measure of MVPA. Multinomial logistic regression was used to estimate the likelihood of students engaging in MVPA during different teacher practices represented by observed individual codes and a combined SOFIT+ index-score. ResultsFourteen individual SOFIT+ variables demonstrated a statistically significant relationship with girls’ and boys’ MVPA. Observed lesson segments identified as high MVPA-promoting were related to an increased likelihood of girls engaging in 5–10 (OR=2.86 [95% CI 2.41–3.40]), 15–25 (OR=7.41 [95% CI 6.05–9.06]), and 30–40 (OR=22.70 [95% CI 16.97–30.37])s of MVPA. For boys, observed high-MVPA promoting segments were related to an increased likelihood of engaging in 5–10 (OR=1.71 [95% CI 1.45–2.01]), 15–25 (OR=2.69 [95% CI 2.31–3.13]) and 30–40 (OR=4.26 [95% CI 3.44–5.29])s of MVPA. ConclusionsTeacher practices during high school PE lessons are significantly related to students’ participation in MVPA. SOFIT+ is a valid and reliable tool to examine relationships between PE teacher practices and student MVPA during PE.

Associations between parental support for physical activity and moderate-to-vigorous physical activity among Chinese school children: A cross-sectional study

PurposeThe objective of this study was to examine the associations between parental support for physical activity (PA) and levels of moderate-to-vigorous physical activity (MVPA) among Chinese school children. MethodsStudy participants were 81,857 school-aged children (aged 9–17 years; mean age = 13 years; 49.0% boys) and their parents or guardians who took part in the 2016 Physical Activity and Fitness in China—The Youth Study project. The independent variables included various forms of parental support for PA ascertained through a survey completed by parents or guardians. The dependent variable was the children's average MVPA in minutes per day by self-report. Structure equation modeling was used to examine the associations between parental support for PA and children's MVPA minutes. ResultsThe overall mean for MVPA participation time for the child participants was 48.82 ± 28.71 min/day. Significant associations between various forms of parental support and MVPA among children were found. Parental encouragement, accompanying, financial support, involvement, and role modeling for PA were positively associated with a high level of student MVPA participation. Parental PA knowledge-sharing was not associated with MVPA. The patterns of the associations were similar across sex, residence locale (i.e., urban and rural), and school grades (primary, junior middle, and junior high schools). ConclusionFindings from this study suggest that, among Chinese school children, parental support for PA is important in promoting and facilitating children's participation in MVPA.

Examining the impact of a province-wide physical education policy on secondary students\u2019 physical activity as a natural experiment

BackgroundThe purpose of this paper is to examine the impact of a province-wide physical education (PE) policy on secondary school students’ moderate to vigorous physical activity (MVPA).MethodsPolicy: In fall 2008, Manitoba expanded a policy requiring a PE credit for students in grades 11 and 12 for the first time in Canada. The PE curriculum requires grades 11 and 12 students to complete a minimum of 55 h (50% of course hours) of MVPA (e.g., ≥30 min/day of MVPA on ≥5 days a week) during a 5-month semester to achieve the course credit.Study Designs: A natural experimental study was designed using two sub-studies: 1) quasi-experimental controlled pre-post analysis of self-reported MVPA data obtained from census data in intervention and comparison [Prince Edward Island (PEI)] provinces in 2008 (n = 33,619 in Manitoba and n = 2258 in PEI) and 2012 (n = 41,169 in Manitoba and n = 4942 in PEI); and, 2) annual objectively measured MVPA in cohorts of secondary students in intervention (n = 447) and comparison (Alberta; n = 224) provinces over 4 years (2008 to 2012).Analysis: In Study 1, two logistic regressions were conducted to model the odds that students accumulated: i) ≥30 min/day of MVPA, and ii) met Canada's national recommendation of ≥60 min/day of MVPA, in Manitoba versus PEI after adjusting for grade, sex, and BMI. In Study 2, a mixed effects model was used to assess students’ minutes of MVPA per day per semester in Manitoba and Alberta, adjusting for age, sex, BMI, school location and school SES.ResultsIn Study 1, no significant differences were observed in students achieving ≥30 (OR:1.13, 95% CI:0.92, 1.39) or ≥60 min/day of MVPA (OR:0.92, 95% CI: 0.78, 1.07) from baseline to follow-up between Manitoba and PEI. In Study 2, no significant policy effect on students’ MVPA trajectories from baseline to last follow-up were observed between Manitoba and Alberta overall (−1.52, 95% CI:-3.47, 0.42), or by covariates.ConclusionsThe Manitoba policy mandating PE in grades 11 and 12 had no effect on student MVPA overall or by key student or school characteristics. However, the effect of the PE policy may be underestimated due to the use of a nonrandomized research design and lack of data assessing the extent of policy implementation across schools. Nevertheless, findings can provide evidence about policy features that may improve the PE policy in Manitoba and inform future PE policies in other jurisdictions.

Implementing classroom physical activity breaks: Associations with student physical activity and classroom behavior

ObjectiveTo investigate the relation of classroom physical activity breaks to students' physical activity and classroom behavior. MethodsSix elementary-school districts in California implemented classroom physical activity interventions in 2013–2014. Students' (N=1322) accelerometer-measured moderate-to-vigorous physical activity (MVPA) during school and teachers' (N=397) reports of implementation and classroom behavior were assessed in 24 schools at two time points (both post-intervention). Mixed-effects models accounted for nested data. ResultsMinutes/day of activity breaks was positively associated with students' MVPA (βs=.07–.14; ps=.012–.016). Students in classrooms with activity breaks were more likely to obtain 30min/day of MVPA during school (OR=1.75; p=.002). Implementation was negatively associated with students having a lack of effort in class (β=−.17; p=.042), and student MVPA was negatively associated with students being off task or inattentive in the classroom (β=−.17; p=.042). Students provided with 3–4 physical activity opportunities (classroom breaks, recess, PE, dedicated PE teacher) had ≈5 more min/day of school MVPA than students with no opportunities (B=1.53min/opportunity; p=.002). ConclusionsImplementing classroom physical activity breaks can improve student physical activity during school and behavior in the classroom. Comprehensive school physical activity programs that include classroom-based activity are likely needed to meet the 30min/day school physical activity guideline.

Interaction between School Built Environments and Physical Activity Policies and Programs on Student Physical Activity

Objective: The school built environment may interact with school policies and programs to promote or hinder student participation in moderate-to-vigorous physical activity (MVPA). The purpose of this study was to explore the interactive effects of the school built environment and physical activity programs and policies on the MVPA of students while at school. Methods: Data from 17,917 grade 6-10 students from 316 schools who participated in the 2009/10 Canadian Health Behavior in School-Aged Children survey were analyzed using multi-level regression. Students answered questions on the amount of time they spend in MVPA at school. Administrator reports were used to create physical activity related built environment and program/policy scores for each school. Results: The school built environment score was positively associated with student MVPA (p<.001). This association was moderated by the programs and policies on MVPA such that the association existed in schools with low policy/program scores but not in schools with moderate or high program/policy scores. Conclusion: The findings suggest that the school built environment is moderated by school policies and programs. These results set the stage for future intervention research addressing the role of the school built environment on students’ health

Relations between the school physical environment and school social capital with student physical activity levels

BackgroundThe physical and social environments at schools are related to students’ moderate-to-vigorous physical activity (MVPA) levels. The purpose of this study was to explore the interactive effects of the school physical environment and school social capital on the MVPA of students while at school.MethodsData from 18,875 grade 6–10 students from 331 schools who participated in the 2009/10 Canadian Health Behaviour in School-Aged Children survey were analyzed using multi-level regression. Students answered questions on the amount of time they spend in MVPA at school and on their school’s social capital. Administrator reports were used to create a physical activity related physical environment score.ResultsThe school physical environment score was positively associated with student MVPA at school (β = 0.040, p < .005). The association between the school social capital and MVPA was also positive (β = 0.074, p < .001). The difference in physical environments equated to about 20 minutes/week of MVPA for students attending schools with the lowest number of physical environment features and about 40 minutes/week for students attending schools with the lowest school social capital scores by comparison to students attending schools with the highest scores.ConclusionsThe findings suggest that school social capital may be a more important factor in increasing students MVPA than the school physical environment. The results of this study may help inform interventions aimed at increasing student physical activity levels.

A multilevel examination of factors of the school environment and time spent in moderate to vigorous physical activity among a sample of secondary school students in grades 9–12 in Ontario, Canada

To examine associations between students' time spent in moderate to vigorous physical activity (MVPA) and the school built environment while also considering features of the schools' social environment and student-level characteristics. Using surveys and GIS measures, multilevel linear regression analysis was applied to examine the environment- and student-level characteristics associated with time spent in MVPA among grade 9-12 students (n = 22,117) attending 76 secondary schools in Ontario, Canada as part of the SHAPES-Ontario study. Statistically significant between-school random variation in student MVPA was identified [[Formula: see text] = 9,065.22 (250.64)]; school-level differences accounted for 3.0% of the variability in student MVPA. Students attending a school that offered daily physical education or provided an alternate room for physical activity spent more time in MVPA than students attending a school without these resources. Moreover, as land-use mix diversity and walkability of the school neighbourhood increased, students' time spent in MVPA decreased. Developing a better understanding of the environment- and student-level characteristics associated with students' time spent in MVPA is critical for informing school-based physical activity intervention programmes and policies.