Trends in physical activity, health-related fitness, and gross motor skills in children during a two-year comprehensive school physical activity program

2018 ◽  
Vol 21 (8) ◽  
pp. 828-832 ◽  
Author(s):  
Timothy A. Brusseau ◽  
James C. Hannon ◽  
You Fu ◽  
Yi Fang ◽  
Kahyun Nam ◽  
...  
Keyword(s):  
Physical Activity ◽  
Motor Skills ◽  
Comprehensive School ◽  
Physical Activity Program ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Activity Program ◽  
Health Related ◽  
Health Related Fitness

Obesity Prevention Study: A Physical Activity Program Improved Gross Motor Skills in Preschool Children

2015 ◽  
Vol 69 (Suppl. 1) ◽  
pp. 6911515228p1
Author(s):  
Laura L. Bellows ◽  
William J. Gavin ◽  
Susan L. Johnson ◽  
Richard E. Boles ◽  
Patricia Davies
Keyword(s):  
Physical Activity ◽  
Preschool Children ◽  
Motor Skills ◽  
Obesity Prevention ◽  
Physical Activity Program ◽  
Prevention Study ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Activity Program

scholarly journals Testing the Motor Competence and Health-Related Variable Conceptual Model: A Path Analysis

2018 ◽  
Vol 3 (4) ◽  
pp. 61 ◽  
Author(s):  
Ryan Burns ◽  
You Fu
Keyword(s):  
Physical Activity ◽  
Conceptual Model ◽  
Motor Skills ◽  
Sixth Graders ◽  
Perceived Competence ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
School Day ◽  
Health Related ◽  
The Relationship

The purpose of this study was to empirically test a comprehensive conceptual model linking gross motor skills, school day physical activity and health-related variables in a sample of sixth graders. Participants were a convenience sample of 84 sixth grade students (Mean age = 11.6 ± 0.6 years). Gross motor skills were assessed using the Test of Gross Motor Development-3rd Edition (TGMD-3), school day physical activity was assessed using pedometers, health-related fitness was assessed using Progressive Aerobic Cardiovascular Endurance Run (PACER) laps, perceived competence assessed using a validated questionnaire and the health-related outcome was assessed using Body Mass Index (BMI). The relationship between school day step counts and TGMD-3 scores was mediated through both perceived competence and PACER laps (p = 0.015) and the direct path coefficient between TGMD-3 scores and BMI was statistically significant (b = −0.22 kg/m2, p < 0.001). Overall there was good model fit with all indices meeting acceptable criteria (χ2 = 3.7, p = 0.293; Root Mean Square Error of Approximation (RMSEA) = 0.062, 90% Confidence Interval (C.I.): 0.00–0.23; Comparative Fit Index (CFI) = 0.98; Tucker-Lewis Index (TLI) = 0.96; Standardized Root Mean Square Residual (SRMR) = 0.052). The comprehensive conceptual model explaining the inter-relationships among motor competence and health-related variables was empirically validated with the relationship between physical activity and gross motor skills mediated through both perceived competence and cardiorespiratory endurance in a sample of sixth graders.

The Effect of a Comprehensive School Physical Activity Program on Physical Activity and Health-Related Fitness in Children From Low-Income Families

2016 ◽  
Vol 13 (8) ◽  
pp. 888-894 ◽  
Author(s):  
Timothy A. Brusseau ◽  
James Hannon ◽  
Ryan Burns
Keyword(s):  
Physical Activity ◽  
Low Income ◽  
Program Implementation ◽  
Vigorous Physical Activity ◽  
Comprehensive School ◽  
Mean Difference ◽  
Physical Activity Program ◽  
Activity Program ◽  
Health Related ◽  
Low Income Families

Background:The purpose of this study was to examine the effect of a Comprehensive School Physical Activity Program (CSPAP) on physical activity and health-related fitness (HRF) in children from low-income families.Methods:Participants included 1390 children recruited from kindergarten through sixth grade (mean age = 8.4 ± 1.8 years). Physical activity measures were collected at baseline and at 6 weeks and 12 weeks after program implementation, and HRF measures were collected at baseline and at 12 weeks after program implementation.Results:There were significant but weak-to-moderate increases in step counts (mean difference = 603.1 steps, P < .001, d = 0.39) and moderate-to-vigorous physical activity (mean difference = 4.9 minutes, P < .001, d = 0.39) at 12 weeks compared with baseline. There were also significant but moderate increases in Progressive Aerobic Cardiovascular Endurance Run laps (mean difference = 6.5 laps, P < .001, d = 0.47) at 12 weeks compared with baseline. Generalized mixed models respectively yielded 3.02 and 2.34 greater odds that a child would achieve step count and moderate-to-vigorous physical activity standards and 2.26 greater odds that a child would achieve aerobic fitness standards at 12 weeks compared with baseline (P < .001).Conclusions:The 12-week CSPAP improved physical activity and HRF in children from low-income families; however, the magnitude of the effects was weak to moderate.

The impact of an after-school physical activity program on health-related fitness of mother/daughter pairs: CASPIAN study

2012 ◽  
Vol 54 (3-4) ◽  
pp. 219-223 ◽  
Author(s):  
Mehdi Kargarfard ◽  
Roya Kelishadi ◽  
Vahid Ziaee ◽  
Gelayol Ardalan ◽  
Farzin Halabchi ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Activity Program ◽  
After School ◽  
Activity Program ◽  
Health Related ◽  
The Impact ◽  
Health Related Fitness

A Systematic Review of Multi-Component Comprehensive School Physical Activity Program (CSPAP) Interventions

2021 ◽  
pp. 089011712110132
Author(s):  
Ann Pulling Kuhn ◽  
Peter Stoepker ◽  
Brian Dauenhauer ◽  
Russell L. Carson
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Health Outcomes ◽  
Academic Outcomes ◽  
English Language ◽  
Comprehensive School ◽  
Physical Activity Program ◽  
School Level ◽  
Future Research ◽  
Activity Program

Objective: To identify, review, and describe multicomponent physical activity (PA) interventions in terms of: (a) number and combination of Comprehensive School Physical Activity Program (CSPAP) components, (b) study characteristics, and (c) primary outcomes. Data Source: Five electronic databases (i.e., PubMed, PsychInfo, Physical Education Index, Sport Discus, and ERIC). Study Inclusion and Exclusion Criteria: Included articles were peer-reviewed, written in English language, published since 1987, and included multicomponent school-based interventions. Data Extraction: Data items extracted were: school level, setting, CSPAP component description, health outcomes, academic outcomes, main conclusion, and reference. Data Synthesis: Included articles were synthesized by: (1) CSPAP components utilized, and (2) research outcome measured (i.e., health or academic). Results: Across 32 studies, 11 included physical education plus 1 additional CSPAP component (PE + 1); 10 included PE + 2 additional CSPAP components; 8 included PE + 3 additional CSPAP components; and 1 included all 5 CSPAP components. Two other studies included 2 or 3 CSPAP components without PE. Most interventions targeted health outcomes (94%) rather than academic outcomes (6%). Conclusions: Multicomponent approaches aligned with CSPAPs are effective in promoting PA and other positive outcomes for youth in schools. Future research should seek to understand effects of CSPAP components on a variety of outcomes and settings.

scholarly journals Pengembangan Media Ludo Geometri (DORI) Pada Fisik Motorik Anak Usia Dini

2019 ◽  
Vol 5 (2) ◽  
pp. 169-182
Author(s):  
Yenti Juniarti
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Research And Development ◽  
Motor Skills ◽  
Development Model ◽  
Social Aspects ◽  
Social Emotional ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Development Approach

This study aims to develop media ludo geometry (DORI) in children in Kiddie Care PAUD, due to the low ability of children to perform gross motor skills. This study uses a research and development approach. While the development model used is the Research & Development (R&D) development model according to Borg & Gall. The results of this study are the development of DORI media (Ludo Geometry), there are several aspects that arise besides physical activity, namely cognitive where children are required to think creatively, express ideas in their minds, on social aspects children mutually interact and discuss in search of strategies games, and in the language aspect of students or children become skilled in communication and dialogue, other results such as children feel the game using this DORI media such as sports while playing, and playing while learning. Conclusion that gross motor skills of early childhood are able to develop well in cognitive, social emotional and language aspects by using Ludo Geometry media.

The Comprehensive School Physical Activity Program Model: A Proposed Illustrative Supplement to Help Move the Needle on Youth Physical Activity

2020 ◽  
Vol 9 (2) ◽  
pp. 112-121 ◽  
Author(s):  
Collin A. Webster ◽  
Judith E. Rink ◽  
Russell L. Carson ◽  
Jongho Moon ◽  
Karen Lux Gaudreault
Keyword(s):  
Physical Activity ◽  
Empirical Work ◽  
Physical Activity Promotion ◽  
Comprehensive School ◽  
Physical Activity Program ◽  
Activity Program ◽  
Activity Promotion ◽  
Youth Physical Activity ◽  
Solid Foundation ◽  
Model Set

Birthed over a decade ago and built on a solid foundation of conceptual and empirical work in public health, the comprehensive school physical activity program (CSPAP) model set the stage for a new and exciting chapter of physical activity promotion through schools. On the academic front, there has been much enthusiasm around the potential of CSPAPs to positively affect youth physical activity behaviors and trajectories. However, program uptake in schools has yet to take hold. This article examines the CSPAP model and proposes an illustrative supplement to enhance communication about its application. The authors begin by charting the model’s challenging contextual landscape and then highlight the model’s early successes in spite of such challenges. Subsequently, they turn their attention to limitations in the way the model is presented, which appear to undermine CSPAP advocacy, and focus on improving the messaging about CSPAPs as an immediate step toward increased implementation.

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