scholarly journals A Pedometer-Based Physically Active Learning Intervention: The Importance of Using Preintervention Physical Activity Categories to Assess Effectiveness

2019 ◽  
Vol 31 (3) ◽  
pp. 356-362 ◽  
Author(s):  
Jade L. Morris ◽  
Andy Daly-Smith ◽  
Margaret A. Defeyter ◽  
Jim McKenna ◽  
Steve Zwolinsky ◽  
...  
Keyword(s):  
Physical Activity ◽  
Active Learning ◽  
Sedentary Time ◽  
Vigorous Physical Activity ◽  
Intervention Group ◽  
Primary School Children ◽  
Control Group ◽  
Physically Active ◽  
Beneficial Effects ◽  
Learning Intervention

Purpose: To assess physical activity outcomes of a pedometer-based physically active learning (PAL) intervention in primary school children. Methods: Six paired schools were randomly allocated to either a 6-week teacher-led pedometer-based physically active learning intervention or a control (n = 154, female = 60%, age = 9.9 [0.3] y). Accelerometers assessed total daily sedentary time, light physical activity (LPA), and moderate-to-vigorous physical activity (MVPA). Preintervention mean daily MVPA minutes grouped participants as Low Active (<45 min/d) and High Active (≥45 min/d). Results: From the final sample size, the intervention (n = 52) significantly improved LPA versus control (n = 31, P = .04), by reducing sedentary time. More intervention (+10%) than control (+3%) pupils met the 60 minutes per day guidelines. In both intervention subgroups, pupils spent less time in LPA (P < .05) versus control. The greatest nonsignificant increase was found in the Low Active pupils MVPA levels. Conclusions: Improvements in LPA were statistically significant in the intervention versus control group. In subgroup analysis, Low Active pupils in the intervention showed the greatest beneficial effects and the Most Active pupils may have replaced MVPA and sedentary time with LPA. The intervention group housed clusters of pupils showing variable responsiveness, justifying routine examination of subgroup variability in future studies.

scholarly journals Physical Activity Intervention Effects on Sedentary Time in Spanish-Speaking Latinas

2020 ◽  
Vol 17 (3) ◽  
pp. 343-348
Author(s):  
Sheri J. Hartman ◽  
Dori Pekmezi ◽  
Shira I. Dunsiger ◽  
Bess H. Marcus
Keyword(s):  
Physical Activity ◽  
Sedentary Behavior ◽  
Sedentary Time ◽  
Physical Activity Intervention ◽  
Controlled Trial ◽  
Vigorous Physical Activity ◽  
Intervention Group ◽  
Control Group ◽  
Spanish Speaking ◽  
Objectively Measured

Background: Latinas have high rates of sedentary behavior and related health disparities, but it is unknown if interventions to increase physical activity will also reduce sedentary time. The current study examined changes in objectively measured sedentary time among Latinas in a randomized controlled trial of a physical activity intervention. Methods: Spanish-speaking Latinas (N = 202) were randomized to an exercise or wellness group and wore an accelerometer at baseline, 6 months, and 12 months. Results: Participants were sedentary on an average of 8.86 hours per day (SD = 2.60) at baseline. The intervention group had significantly greater increases in sedentary time compared with the control group, with the intervention group engaging in 146 more minutes per week of sedentary time at 6 months and 254 minutes per week of sedentary time at 12 months than the control group (P = .02). The intervention effect on sedentary behavior remained after controlling for moderate to vigorous physical activity. Additionally, time spent in moderate to vigorous physical activity was positively associated with more sedentary time (P = .04). Conclusion: An intervention to increase moderate to vigorous physical activity resulted in greater sedentary time, raising concerns regarding compensation and highlighting the need for interventions to address both physical activity and sedentary behavior to improve public health.

Exploring Preschoolers’ Physical Activity and Sedentary Time During Outdoor Play at Childcare: A Cross-Sectional Analysis of the Supporting Physical Activity in the Childcare Environment Study

2021 ◽  
pp. 1-8
Author(s):  
Brianne A. Bruijns ◽  
Leigh M. Vanderloo ◽  
Brian W. Timmons ◽  
Patricia Tucker
Keyword(s):  
Physical Activity ◽  
Sedentary Time ◽  
Vigorous Physical Activity ◽  
Outdoor Play ◽  
Control Group ◽  
Activity Levels ◽  
Cross Sectional ◽  
Environment Study ◽  
Sectional Analysis ◽  
Experimental Group

Background: Moderate-to-vigorous physical activity (MVPA) offers many health benefits for preschoolers (2.5–5 y). In childcare, MVPA is predominantly accumulated outdoors, with higher rates purported among children within the first few minutes outside. The Supporting Physical Activity in the Childcare Environment intervention included shorter, more frequent outdoor play sessions; this study sought to explore children’s activity levels during various outdoor play schedules. Methods: During the final week of the Supporting Physical Activity in the Childcare Environment intervention, preschoolers wore an Actical™ accelerometer for 5 days during childcare and staff logged outdoor times. Separate linear mixed effects models were run to explore the effect of the intervention on preschoolers’ physical activity (total and MVPA) and sedentary time during outdoor play. Sex was entered as an interaction effect. Results: Preschoolers (n = 292) were significantly more active in the first 10 minutes outdoors compared with remaining time (P < .0083). For total outdoor time, children in the experimental group engaged in significantly less sedentary time than those in the control group (P < .017), and experimental group boys and girls engaged in higher MVPA than boys and girls in the control group (P < .017). Conclusions: Findings support scheduling more frequent outdoor play sessions in childcare to increase physical activity participation among young children.

scholarly journals Using Gamification and Social Incentives to Increase Physical Activity and Related Social Cognition among Undergraduate Students in Shanghai, China

2019 ◽  
Vol 16 (5) ◽  
pp. 858 ◽  
Author(s):  
Dandan Mo ◽  
Mi Xiang ◽  
Mengyun Luo ◽  
Yuanyuan Dong ◽  
Yue Fang ◽  
...  
Keyword(s):  
Physical Activity ◽  
Social Cognition ◽  
Undergraduate Students ◽  
Vigorous Physical Activity ◽  
Intervention Group ◽  
Daily Physical Activity ◽  
Control Group ◽  
Activity Duration ◽  
Social Incentives ◽  
Physical Activity Duration

Gamification and social incentives are promising strategies to increase the effectiveness of web-based physical activity (PA) interventions by improving engagement. In this study, we designed a PA intervention integrating gamification and social incentives based on the most popular social networking service in China, WeChat. A controlled trial involving 52 Chinese undergraduate students was implemented to evaluate the effectiveness of the intervention. Subjects in the intervention group received a 7-week intervention. PA behavior and related social cognitive variables according to the theory of planned behavior were measured at the baseline and after the intervention. Daily physical activity duration was measured during the intervention. The results showed that PA-related subjective norms, perceived behavior control, and intention, as well as self-reported vigorous physical activity and moderate physical activity in the intervention group, were increased after the intervention, compared with the control group (p <0.05). During the intervention, perceived daily physical activity duration in the intervention group was on the rise, while it declined in the control group (p <0.001). The findings indicate that WeChat-based intervention integrating gamification and social incentives could effectively increase subjectively measured PA and related social cognition among Chinese undergraduate students and that it is a promising way to ameliorate the problem of insufficient PA among youths.

P5306Changes in health-behaviours of 15-year old girls depend on satisfaction with the prophylactic intervention program. Healthy Me Study

2019 ◽  
Vol 40 (Supplement_1) ◽  
Author(s):  
A Fijalkowska ◽  
J Mazur ◽  
A Dzielska ◽  
H Nalecz ◽  
W Ostrega ◽  
...  
Keyword(s):  
Physical Activity ◽  
Stress Level ◽  
Vigorous Physical Activity ◽  
Intervention Group ◽  
Health Behaviours ◽  
Smoking Prevention ◽  
Control Group ◽  
Entire Study ◽  
Level Of Satisfaction ◽  
Main Effect

Abstract Introduction Healthy Me (HM) interventional study was oriented on improvement of physical activity (PA) in 15-year old girls but also included component of eating habits, smoking prevention and personal competencies. Innovative elements of the project involved usage of fitness-band with continuous monitoring of PA and special dedicated smartphone apps. Purpose To assess the effectiveness of 1-year prophylactic intervention with the use of mobile technology in girls between 14 and 15 year of age, in relation to the level of their satisfaction with the program. Methods 1198 girls 14–15 years old from 48 randomly selected schools from all over Poland participated in the HM during 2017/2018 school year. Schools were randomized to full or partial intervention and control group, respectively 636, 277 and 285 girls. Questionnaire data from the beginning and the end of the HM regarding four factors (low PA, eating sweets, smoking and stress level) were analyzed. Mean changes (MC) calculated according to the definition given in table 1 were applied as outcome measure. Satisfaction with the program was assessed after 1 year of participation in the HM as low, average and high. General linear models with main effects were estimated and adjusted for initial level of each factor. Results At the beginning of the study 87% participants did not fulfill criteria for recommended PA, 9% smoked during last 30 days and 67% ate sweets more than ones per week. Mean stress level was 6.92±2.92 points. For the entire study group, the only significant change after 1 year intervention was lower frequency of eating sweets (p=0,007). However, the higher satisfaction with the study resulted in the significantly higher effectiveness of HM intervention (table 1). Mean changes in the analyzed factors Analyzed factor Range Mean change in entire group (SE) Mean change by level of satisfaction p1 p2 low (SE) average (SE) high (SE) Physical activity (MVPA) 0–7 days −0.076 (0.063) −0.396 (0.137) −0.147 (0.068) 0.261 (0.119) 0.001 0.068 Smoking-past 0 – never 0.039 (0.028) 0.270 (0.066) 0.034 (0.033) −0.004 (0.057) 0.002 0.067 6–30 days or more Eating sweets 0 – never −0.296 (0.045) −0.047 (0.101) −0.285 (0.050) −0.313 (0.086) 0.069 0.016 6 – every day more than once Stress Cohen scale 0–16 points 0.105 (0.090) 0.498 (0.211) 0.138 (0.105) −0.424 (0.183) 0.003 0.823 SE: standard error; MVPA: moderate to vigorous physical activity; p1: main effect of the level of satisfaction; p2: main effect of the intervention group. Conclusion Program that was dedicated for improvement of PA in teenage girls could also profitably influence other factors related to health behaviours and stress level in this group but intervention must be perceived by participants as rewarding. It seems, that attractiveness of interventional program design, increased by mobile technologies, is key for its effectiveness for teens. Acknowledgement/Funding National Health Program, Ministry of Health

Bizzy Break! The Effect of a Classroom-Based Activity Break on In-School Physical Activity Levels of Primary School Children

2013 ◽  
Vol 25 (2) ◽  
pp. 300-307 ◽  
Author(s):  
Elaine Murtagh ◽  
Maureen Mulvihill ◽  
Oonagh Markey
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Intervention Group ◽  
Primary School Children ◽  
Control Group ◽  
Step Counts ◽  
Significant Difference

The school has been identified as a key setting to promote physical activity. The purpose of this study was to evaluate the effect of a classroom-based activity break on in-school step counts of primary school children. Data for 90 children (49 boys, 41 girls, 9.3 ± 1.4 years) from three Irish primary schools is presented. In each school one class was randomly assigned as the intervention group and another as controls. Children’s step counts were measured for five consecutive days during school hours at baseline and follow-up. Teachers of the intervention classes led a 10 min activity break in the classroom each day (Bizzy Break!). Mean daily in-school steps for the intervention at baseline and follow-up were 5351 and 5054. Corresponding values for the control group were 5469 and 4246. There was a significant difference in the change in daily steps from baseline to follow-up between groups (p < .05). There was no evidence that girls and boys responded differently to the intervention (p > .05). Children participating in a daily 10 min classroom-based activity break undertake more physical activity during school hours than controls.

scholarly journals Effects of a Fundamental Motor Skill-Based Afterschool Program on Children’s Physical and Cognitive Health Outcomes

2020 ◽  
Vol 17 (3) ◽  
pp. 733 ◽  
Author(s):  
Joonyoung Lee ◽  
Tao Zhang ◽  
Tsz Lun (Alan) Chu ◽  
Xiangli Gu ◽  
Ping Zhu
Keyword(s):  
Physical Activity ◽  
Health Outcomes ◽  
Motor Skills ◽  
Repeated Measures ◽  
Vigorous Physical Activity ◽  
Intervention Group ◽  
Physical Activity Behavior ◽  
Control Group ◽  
Afterschool Program ◽  
Cognitive Health

Globally, more than half of school-aged children do not engage in the recommended 60 minutes of daily moderate to vigorous physical activity (MVPA). Given that developing sufficient fundamental motor skills (FMS) competence during early elementary school years is important for a child’s physical and cognitive development, the purpose of this study was to examine the effects of an 8-week FMS-based afterschool program on physical and cognitive health outcomes among elementary children. Participants were 31 K–2 students (19 girls, 12 boys; Mage = 6.65 ± 0.98) from three public elementary schools in the southwestern United States who were assigned to the intervention group (FMS-based afterschool program; n = 20) or the control group (traditional afterschool program; n = 11). A 2 × 2 repeated measures MANOVA showed significant changes in FMS competence and MVPA between the intervention and the control group over time. However, no significant changes were found in cognitive functioning. The 8-week FMS-based afterschool program showed significant improvements in FMS competence and MVPA, compared to a traditional afterschool program. This finding suggests that structured FMS-focused strategies (e.g., fun games and goal setting) can be a critical component when implementing a physical activity program to enhance children’s motor skills and physical activity behavior.

scholarly journals Recreo organizado como estrategia para mejorar los niveles actividad física y condición física en adolescentes escolares (Organized recess as a strategy to improve physical activity levels and physical condition in adolescents)

Retos ◽  
2020 ◽  
pp. 403-401
Author(s):  
Fernando Rodríguez-Rodríguez ◽  
Sebastián Molina Roblero ◽  
Gerson Luis De Moraes Ferrari
Keyword(s):  
Physical Activity ◽  
Physical Condition ◽  
Vigorous Physical Activity ◽  
Intervention Group ◽  
Control Group ◽  
Activity Levels ◽  
Post Test ◽  
Run Test ◽  
Shuttle Run ◽  
Lunch Time

  El propósito del estudio fue identificar los efectos de una intervención durante recreos escolares sobre la condición física y actividad física en una muestra de adolescentes chilenos. Participaron 50 escolares voluntarios (27 chicas), con un promedio de 14,2 ± 1,3 años. Grupo control (n=21) y grupo intervención (n=29). Se realizaron actividades dirigidas en el patio del colegio durante los dos recreos de las mañanas por 12 semanas. Se evaluó el test de 20m ida-vuelta, dinamometría manual, composición corporal, cuestionario PAQ-A y acelerometría. El grupo intervención (GI), tuvo mejor nivel de actividad física que el grupo control (GC), durante los recreos, clase de Educación Física, hora de almuerzo y más pasos/día (p<0,05). En conclusión, la participación activa durante los recreos puede aumentar los minutos de actividad física moderada-vigorosa y mejorar la condición física cardiorrespiratoria. Abstract. The purpose of this project was to identify the effects of an intervention during school recesses on physical condition and physical activity in Chilean adolescents. Fifty volunteer students (27 girls) participated, with an average of 14.2 ± 1.3 years. Control group (n=21) and intervention group (n=29). Targeted activities were carried out in the schoolyard during the two recesses in the morning, for 12 weeks. Pre and post test, the 20m shuttle run test, manual dynamometry, body composition, PAQ-A questionnaire and accelerometry were evaluated. The intervention group (GI), had better levels of physical activity than the control group (GC), during recess, physical education class, lunch time and steps/day (p <0.05). In conclusion, the active participation during recesses can increase minutes of moderate-vigorous physical activity and improve cardiorespiratory fitness.

scholarly journals Improving Physical Activity Levels and Psychological Variables on University Students in the Contemplation Stage

2019 ◽  
Vol 16 (22) ◽  
pp. 4368
Author(s):  
Cristina Corella ◽  
Javier Zaragoza ◽  
José Antonio Julián ◽  
Víctor Hugo Rodríguez-Ontiveros ◽  
Carlos Tomás Medrano ◽  
...  
Keyword(s):  
Physical Activity ◽  
University Students ◽  
Transtheoretical Model ◽  
Vigorous Physical Activity ◽  
Intervention Group ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Control Group ◽  
Cognitive Variables ◽  
Contemplation Stage

This study aimed to investigate the effects of a physical activity intervention, based on self-determination theory and the transtheoretical model, on university students in the contemplation stage. Participants: 42 students, in the contemplation stage at baseline, were randomly assigned to an experimental group (16 women, 2 men; M age = 19.1 ± 1.15) and a control group (18 women, 2 men; M age = 20.1 ± 5.7). Methods: Physical activity was measured at different moments by accelerometry. Other cognitive variables were measured by self-reported scales. Results: We did not find any significant increases in students’ physical activity in favor of the intervention group. Intragroup analyses indicate that the intervention has an effect on physical activity (moderate-to-vigorous physical activity), basic psychological needs, and intrinsic and extrinsic motivation. Conclusions: Results partially demonstrate that applying social cognitive theories seems to be effective in improving physical activity and cognitive variables in university students in the contemplation stage

Physical activity in type 1 diabetic young and early adults treated with insulin pump therapy. A preliminary report.

2019 ◽  
Vol 1 ◽  
pp. 13-21
Author(s):  
A. Roszkowski ◽  
K. Kulesza ◽  
M. Cybulski ◽  
A.M. Witkowska
Keyword(s):  
Physical Activity ◽  
Type 1 Diabetes ◽  
Insulin Pump ◽  
Vigorous Physical Activity ◽  
Insulin Pump Therapy ◽  
Control Group ◽  
Pump Therapy ◽  
Physically Active ◽  
Self Monitoring

<b>Purpose:</b> To determine the level of physical activity in young and early adults with type 1 diabetes in comparison with their healthy counterparts and to determine whether the use of insulin pump facilitates physical activity. <br/><b>Materials and methods:</b> This study included 40 type 1 diabetes (T1D) subjects of both sexes treated with a personal insulin pump therapy, and 30 healthy controls. The diagnostic survey included questions about nutrition, knowledge about the disease and whether the patient can control diabetes through physical activity, diet and self-monitoring. The International Physical Activity Questionnaire – long form (IPAQ-L), was used to assess the level of physical activity of both diabetic and control individuals. <br/><b>Results:</b> 87.5% T1D subjects believe that using an insulin pump facilitates their physical activity. The level of physical activity associated with cycling (p=0.038) and vigorous physical activity (p=0.008) was higher in T1D than in the control group. Statistically significant differences (p=0.043) were found for total physical activity. The total mean activity was higher in participants with T1D (8147.70 MET-min/week) compared to the control group (5857.55 MET-min/week). <br/><b>Conclusions:</b> Young and early adults with type 1 diabetes may be more physically active than their healthy counterparts, mainly in their leisure time. The use of a personal insulin pump facilitates physical activity, but most diabetics experience episodes of hypoglycemia after physical activity.

scholarly journals Job Demand-Control-Support Model as Related to Objectively Measured Physical Activity and Sedentary Time in Working Women and Men

2019 ◽  
Vol 16 (18) ◽  
pp. 3370 ◽  
Author(s):  
Kristina Larsson ◽  
Örjan Ekblom ◽  
Lena V. Kallings ◽  
Maria Ekblom ◽  
Victoria Blom
Keyword(s):  
Physical Activity ◽  
Sedentary Time ◽  
Vigorous Physical Activity ◽  
Psychosocial Stressors ◽  
Physically Active ◽  
Negatively Associated ◽  
Job Demand ◽  
Objectively Measured ◽  
Demand Control ◽  
Objectively Measured Physical Activity

A physically active lifestyle incurs health benefits and physically active individuals show reduced reactivity to psychosocial stressors. However, the findings are inconclusive and are based on self-reported physical activity and sedentary time. The present study aimed at studying the associations between psychological stressors (job demand, control, support, JD-C-S) and objectively measured physical activity (PA) on various intensities from sedentary (SED) to vigorous physical activity. The participants were 314 employees from a cross-sectional study. PA data were collected with the accelerometer ActiGraph GT3X (Pensacola, FL, USA), SED data with the inclinometer activPAL (PAL Technologies Ltd., Glasgow, Scotland, UK), and psychosocial stressors with a web questionnaire. Results showed that vigorous-intensity PA was negatively associated with demand (β −0.15, p < 0.05), even when adjusted for the covariates. SED was negatively associated to support (β −0.13, p < 0.05). Stress significantly moderated relations between support and sedentary time (β −0.12, p < 0.05). Moderate PA (MVPA) was negatively associated with demand, but only when controlling for overtime (β −0.13, p < 0.05). MVPA was also negatively associated with control (β −0.15, p < 0.05) but not when work engagement was included in the model. Being more physically active and spending less time sedentary may help to handle job situations with high demand and low support.

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