Increasing Children’s School Time Physical Activity Using Structured Fitness Breaks

2003 ◽  
Vol 15 (2) ◽  
pp. 156-169 ◽  
Author(s):  
Philip W. Scruggs ◽  
Sandy K. Beveridge ◽  
Doris L. Watson
Keyword(s):  
Physical Activity ◽  
Repeated Measures ◽  
Fifth Grade ◽  
Traditional Model ◽  
Activity Levels ◽  
Time Activity ◽  
Fifth Grade Students ◽  
School Time ◽  
Physical Activity Levels ◽  
Viable Method

Fifth-grade students’ physical activity levels were examined via heart rate telemetry and pedometry during school fitness and recess breaks. Twenty-seven students with a mean age of 11.03 (-.32) years participated in morning recess (MR), lunch recess (LR), and fitness breaks (FB) for three days. Structured FB’s consisted of students engaging in locomotor and nonlocomotor activities within an obstacle course framework, while recess breaks followed a traditional model. Results from repeated measures ANOVAs indicated students engaged in significantly more physical activity during FB than MR and LR. Fitness breaks provided a viable method for increasing children’s school time activity levels.

The Contribution of Recess to Children’s School-Day Physical Activity

2012 ◽  
Vol 9 (3) ◽  
pp. 442-448 ◽  
Author(s):  
Heather Erwin ◽  
Mark Abel ◽  
Aaron Beighle ◽  
Melody P. Noland ◽  
Brooke Worley ◽  
...  
Keyword(s):  
Physical Activity ◽  
Grade Level ◽  
Fifth Grade ◽  
Activity Levels ◽  
Valuable Contribution ◽  
Fifth Grade Students ◽  
Time Period ◽  
Main Effect ◽  
Physical Activity Levels ◽  
School Day

Background:Recess is an important component of a Comprehensive School Physical Activity Program, providing approximately 1268 and 914 steps for boys and girls, respectively, within a 15-minute time period. The purpose of this study was to determine the contribution of unstructured recess on children’s school-day physical activity levels and to examine if recess and school-day physical activity levels varied by BMI, gender, and grade level.Methods:One-hundred sixty third- to fifth-grade students from 2 elementary schools wore pedometers during 4 recess periods.Results:Recess accounted for 17% to 44% of school-day step counts. There was a significant main effect for grade level, but not for BMI or gender, on the percentage of school-day steps accumulated during recess.Conclusions:A 15-minute recess makes a valuable contribution to children’s school-day physical activity, especially for the least active children. More research is warranted to determine environmental influences on children’s recess physical activity.

The Effects of the BAILAMOSTM Dance Program on Physical Activity Levels and Cognition of Older Latino Adults: A Pilot Study

2021 ◽  
pp. 089826432110209
Author(s):  
Guilherme M. Balbim ◽  
Susan Aguiñaga ◽  
Olusola A. Ajilore ◽  
Eduardo E. Bustamante ◽  
Kirk I. Erickson ◽  
...  
Keyword(s):  
Physical Activity ◽  
Pilot Study ◽  
Health Education ◽  
Repeated Measures ◽  
Activity Levels ◽  
Cognitive Health ◽  
Physical Activity Levels ◽  
Global Cognition ◽  
Latino Adults ◽  
And Performance

Objective: To investigate the effects of the BAILAMOSTM dance program on physical activity (PA), cardiorespiratory, and cognitive health. Methods: A parallel, two-armed pilot study was conducted with 57 older Latinos randomized to the BAILAMOSTM dance program ( n = 28) or health education (HE) ( n = 29). We conducted two- and three-way repeated-measures ANOVAs. Results: BAILAMOSTM participants increased participation in leisure moderate-to-vigorous PA (LMVPA) ( F[1,53] = 3.17, p = .048, η2 G = .01) and performance in global cognition relative to HE participants ( F[1,52] = 4.19, p = .045, η2 G = .01). Attendance moderated increases in moderate PA, MVPA, LMVPA, and total PA ( p < .05). Participants of both groups with ≥75% attendance increased participation in PA. Among participants with <75% attendance, BAILAMOSTM participants increased PA relative to HE. Discussion: BAILAMOSTM positively impacted self-reported PA and global cognition in older Latinos. Even smaller doses of dance appear to impact self-reported PA levels.

scholarly journals Gender and School-Level Differences in Students’ Moderate and Vigorous Physical Activity Levels When Taught Basketball Through the Tactical Games Model

2016 ◽  
Vol 35 (4) ◽  
pp. 349-357 ◽  
Author(s):  
Stephen Harvey ◽  
Megan L. Smith ◽  
Yang Song ◽  
David Robertson ◽  
Renee Brown ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
School Level ◽  
Fifth Grade ◽  
Elementary Level ◽  
Activity Levels ◽  
Cognitive Components ◽  
Physical Activity Levels ◽  
Tactical Games

The Tactical Games Model (TGM) prefaces the cognitive components of physical education (PE), which has implications for physical activity (PA) accumulation. PA recommendations suggest students reach 50% moderate-vigorous physical activity (MVPA). However, this criterion does not indicate the contribution from vigorous physical activity (VPA). Consequently, this study investigated: a) the effects of TGM delivery on MVPA/VPA and, b) gender/school level differences. Participants were 78 seventh and 96 fourth/fifth grade coeducational PE students from two different schools. Two teachers taught 24 (middle) and 30 (elementary) level one TGM basketball lessons. Students wore Actigraph GT3× triaxial accelerometers. Data were analyzed using four one-way ANOVAs. Middle school boys had significantly higher MVPA/VPA (34.04/22.37%) than girls (25.14/15.47%). Elementary school boys had significantly higher MVPA/VPA (29.73/18.33%) than girls (23.03/14.33%). While TGM lessons provide a context where students can accumulate VPA consistent with national PA recommendations, teachers need to modify lesson activities to enable equitable PA participation.

How Do Different Occupational Factors Influence Total, Occupational, and Leisure-Time Physical Activity?

2015 ◽  
Vol 12 (2) ◽  
pp. 200-207 ◽  
Author(s):  
Corneel Vandelanotte ◽  
Camille Short ◽  
Matthew Rockloff ◽  
Lee Di Millia ◽  
Kevin Ronan ◽  
...  
Keyword(s):  
Physical Activity ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Total Physical Activity ◽  
Activity Levels ◽  
Full Time ◽  
Cross Sectional ◽  
Time Activity ◽  
Physical Activity Levels ◽  
The Impact

Background:A better understanding of how occupational indicators influence physical activity levels will aid the design of workplace interventions.Methods:Cross-sectional data were collected from 1194 participants through a telephone interview in Queensland, Australia. The IPAQ-long was used to measure physical activity. Multiple logistic regression was applied to examine associations.Results:Of participants, 77.9% were employed full-time, 32.3% had professional jobs, 35.7% were engaged in shift work, 39.5% had physically-demanding jobs, and 66.1% had high physical activity levels. Participants with a physicallydemanding job were less likely to have low total (OR = 0.25, 95% CI = 0.17 to 0.38) and occupational (OR = 0.17, 95% CI = 0.12 to 0.25) physical activity. Technical and trade workers were less likely to report low total physical activity (OR = 0.44, 95% CI = 0.20 to 0.97) compared with white-collar workers. Part-time (OR = 1.74, 95% CI = 1.15 to 2.64) and shift workers (OR = 1.86, 95% CI = 1.21 to 2.88) were more likely to report low leisure-time activity.Conclusions:Overall, the impact of different occupational indicators on physical activity was not strong. As expected, the greatest proportion of total physical activity was derived from occupational physical activity. No evidence was found for compensation effects whereby physically-demanding occupations lead to less leisure-time physical activity or vice versa. This study demonstrates that workplaces are important settings to intervene, and that there is scope to increase leisure-time physical activity irrespective of occupational background.

scholarly journals Motivation Predicts Change in Nurses’ Physical Activity Levels During a Web-Based Worksite Intervention: Results From a Randomized Trial

10.2196/11543 ◽  
2020 ◽  
Vol 22 (9) ◽  
pp. e11543
Author(s):  
Jennifer Brunet ◽  
Heather E Tulloch ◽  
Emily Wolfe Phillips ◽  
Robert D Reid ◽  
Andrew L Pipe ◽  
...  
Keyword(s):  
Physical Activity ◽  
Randomized Trial ◽  
Repeated Measures ◽  
Activity Monitor ◽  
Rate Of Change ◽  
Integration Theory ◽  
Activity Levels ◽  
Web Based ◽  
Group Randomized Trial ◽  
Physical Activity Levels

Background Low physical activity levels can negatively affect the health of nurses. Given the low physical activity levels reported by nurses, there is a clear need for brief and economical interventions designed to increase physical activity levels in this population. We developed a web-based intervention that used motivational strategies to increase nurses’ physical activity levels. The intervention provided the nurses with feedback from an activity monitor coupled with a web-based individual, friend, or team physical activity challenge. Objective In this parallel-group randomized trial, we examine whether nurses’ motivation at baseline predicted changes in objectively measured physical activity levels during the 6-week intervention. Methods The participants were 76 nurses (n=74, 97% female; mean age 46, SD 11 years) randomly assigned to 1 of 3 physical activity challenge conditions: (1) individual, (2) friend, or (3) team. The nurses completed a web-based questionnaire designed to assess motivational regulations for physical activity levels before the intervention and wore a Tractivity activity monitor before and during the 6-week intervention. We analyzed data using multilevel modeling for repeated measures. Results The nurses’ physical activity levels increased (linear estimate=10.30, SE 3.15; P=.001), but the rate of change decreased over time (quadratic estimate=−2.06, SE 0.52; P<.001). External and identified regulations (ß=−2.08 to 11.55; P=.02 to .04), but not intrinsic and introjected regulations (ß=−.91 to 6.29; P=.06 to .36), predicted changes in the nurses’ physical activity levels. Conclusions Our findings provide evidence that an intervention that incorporates self-monitoring and physical activity challenges can be generally effective in increasing nurses’ physical activity levels in the short term. They also suggest that drawing solely on organismic integration theory to predict changes in physical activity levels among the nurses participating in web-based worksite interventions may have been insufficient. Future research should examine additional personal (eg, self-efficacy) and occupational factors (eg, shift length and shift type) that influence physical activity levels to identify potential targets for intervention among nurses. Trial Registration ClinicalTrials.gov NCT04524572; https://clinicaltrials.gov/ct2/show/NCT04524572

scholarly journals Moderators of Change in Physical Activity Levels during Restrictions Due to COVID-19 Pandemic in Young Urban Adults

2020 ◽  
Vol 12 (16) ◽  
pp. 6392
Author(s):  
Josip Karuc ◽  
Maroje Sorić ◽  
Ivan Radman ◽  
Marjeta Mišigoj-Duraković
Keyword(s):  
Physical Activity ◽  
Young Adults ◽  
Repeated Measures ◽  
Sport Participation ◽  
Vigorous Physical Activity ◽  
Activity Levels ◽  
Opposite Pattern ◽  
Positive Direction ◽  
Physical Activity Levels ◽  
Urban Adults

This study aimed to investigate moderators of change in physical activity (PA) levels after 30 days (30-d) of restrictions due to the COVID-19 pandemic in young adults. This research is an extension of the CRO-PALS study and analyses for this study were performed on young adults (20–21 y.o., n = 91). Moderate-to-vigorous physical activity (MVPA), sport participation, student and socioeconomic status were assessed pre- and post-30-d restrictions. Differences in MVPA levels were examined using repeated-measures ANOVAs. After 30-d of restrictions, the drop in MVPA in females (−64.8 min/day, p = 0.006) and males was shown (−57.7 min/day, p < 0.00). However, active participants decreased, while non-active peers increased their MVPA level (−100.7 min/day, p < 0.00, and +48.9 min/day, p = 0.051, respectively). Moreover, students and non-students decreased their MVPA level (−69.0 min/day, p < 0.00, and −35.0 min/day, p = 0.22, respectively) as well as sport participants and non-sport participants (−95.3 min/day, p < 0.001, and −53.9 min/day, p < 0.00, respectively). Our results suggest that 30-d of restrictions equally affect females and males where the evident drop in MVPA is seen in both genders. However, active people decreased their PA level during lockdown and the opposite pattern was seen in non-active peers, where restrictions for them can represent an opportunity to change their behavior in a positive direction in order to gain better health status.

Validity of a Revised System for Observing Fitness Instruction Time (SOFIT)

2002 ◽  
Vol 14 (2) ◽  
pp. 135-146 ◽  
Author(s):  
Roman P. Pope ◽  
Karen J. Coleman ◽  
Eugenia C. Gonzalez ◽  
Felix Barron ◽  
Edward M. Heath
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Fifth Grade ◽  
Observation System ◽  
Moderate Physical Activity ◽  
Activity Levels ◽  
Rater Reliability ◽  
Fifth Grade Students ◽  
Instruction Time ◽  
Intraclass Correlations

This study was designed to validate the System for Observing Fitness Instruction Time (SOFIT5) and a modified SOFIT scale (SOFIT6) for assessing activity levels in physical education (PE) classes. Participants were 56 third- to fifth-grade students from a predominantly (98%) Hispanic school. Inter-rater reliability, using intraclass correlations, for both SOFIT5 and SOFIT5 was r = .98. The correlation for the SOFIT5 with TriTrac was r = .60 (CI = .43–.734) and the correlation for the SOFIT6 with TriTrac was r = .68 (CI = .524–.804). A six-point SOFIT scale may be more sensitive to measuring variations in light and moderate physical activity during PE classes as compared to the standard five point SOFIT scale. This has important implications for using this observation system to estimate the effects of interventions for physical activity during PE classes.

Gender Differences in Physical Activity during Fifth-Grade Physical Education and Recess Periods

1997 ◽  
Vol 17 (1) ◽  
pp. 99-106 ◽  
Author(s):  
Julie A. Sarkin ◽  
Thomas L. McKenzie ◽  
James F. Sallis
Keyword(s):  
Physical Activity ◽  
Gender Differences ◽  
Physical Education ◽  
Fifth Grade ◽  
Activity Levels ◽  
Physically Active ◽  
Similar Activity ◽  
Physical Activity Levels ◽  
Health Related ◽  
Children’S Physical Activity

Boys are typically more physically active than girls, but schools have the potential to promote health-related physical activity for all children. This study investigated gender differences in children’s physical activity levels during physical education (PE) classes and unstructured recess periods. The activity levels of 91 fifth-grade children were assessed by accelerometer (Caltrac) on 3 days. Results indicated that children’s activity levels were low to moderately stable from day to day in both environments. Boys and girls had similar activity levels during PE, t(89) = 1.49, p = .140, but boys were significantly more active than girls during recess, t(89) = 3.27, p = .002. Girls were significantly more active during PE than they were at recess, t(51) = 2.08, p = .043. The results suggest that structured PE classes may provide similar amounts of physical activity for both genders.

scholarly journals Improvements in Physical Activity Levels after the Implementation of an Active-Break-Model-Based Program in a Primary School

2020 ◽  
Vol 12 (9) ◽  
pp. 3592
Author(s):  
Julián A. Muñoz-Parreño ◽  
Noelia Belando-Pedreño ◽  
Gema Torres-Luque ◽  
Alfonso Valero-Valenzuela
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Primary School ◽  
Total Activity ◽  
Primary School Children ◽  
Fifth Grade ◽  
Activity Levels ◽  
Model Based ◽  
Physical Activity Levels ◽  
School Day

The aim of this study was to analyze changes in the physical activity levels in students after implementing an active break (AB)-model-based program during the school day. Forty-four fifth-grade primary school children (24 boys, 20 girls, with a mean age = 10.44 ± 0.45) participated in a 17 week program. After intervention, there was an increase in moderate and vigorous total activity during physical education lessons, non-physical education lessons, and recesses. Intervention programs to encourage physical activity and decrease sedentary time are recommended.

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