scholarly journals Influence of Frequency and Time Implications on Efficacy of Primary School Active Break Programs

2021 ◽  
Vol 6 (5) ◽  
pp. 465-472
Author(s):  
Mohammed Zerf ◽  
◽  
Guebli Abdelkader ◽  
Hadjar Kherfane Mohamed
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Primary Schools ◽  
Physical Activity Program ◽  
Control Group ◽  
Time Frequency ◽  
Activity Program ◽  
School Day ◽  
Group 2 ◽  
Active Breaks

Classroom-based physical activity breaks are suggested to positively impact children's attention during their school day. Frequency and time implications are important as decisive factors in structuring primary school active break programs. The purpose of the study was to research the influence of frequency and time implications on efficacy of primary school active break programs. Materials and methods. This academic survey was admitted as the first Algerian pilot research among primary schools. Its appointment aims are to test the effect of frequency and time implications as decisive factors in structuring primary school active break programs. 4 teachers and 5-grade class levels took part in the study. A total of 180 children (100 girls and 80 boys), 45 in each class were involved in the study. The average age of the participants was 10.4±0.61 years old. All participants provided their written consent to attend the study. The ethics committee of Physical Education Institute, University of Abdel Hamid Ibn Badis Mostaganem had also given its approval. All children were divided in four groups. Group 1 (20 boys and 25 girls) had 2 minutes of exercise every 20 minutes of siting. Group 2 (19 boys and 26 girls) had 6 minutes of exercise for every 1-hour of sitting. Group 3 (19 boys and 26 girls) had 9-minute traditional Active Breaks Classroom-Based Physical Activity program integrated within regular day school break periods. Group 4 was a control one with no Active Breaks Classroom-Based Physical Activity program. All teachers, who voluntarily accepted to be engaged in this experience, were asked to apply the video-based physical activity appropriate for their students according to the model and content (time-frequency) and they encouraged their students to replicate their daily base-physical-activity as proposed. Push, pull, squat, standing chair single-leg balance, flexibility, self-myofascial release and static stretching were used as a complimentary physical activity program. Results and discussion. This study focuses on three frequencies and time implications of proposed Active Break Physical Classroom Routine. The test confirmed the benefits of active breaks program in groups. The higher scores than in the control group were recorded in the post-tests. This study explains it by the complementary time practised by experimental groups according to Active Breaks Classroom-Based Physical Activity program. Clear significant inverse correlations were established between the active-standing time involved and classroom inactive time chair sitting. Conclusion. The results of the study confirmed that it is more useful to use the short break program no longer than 5 minutes, frequently repeated with 2 minutes, after every 20 minutes of prolonged static setting. It has to be used as the prominent strategy for structuring the feasible and potential efficacy of primary school Active Break Program. This model is able to decrease sedentary time and increase daily energy expenditure

scholarly journals Classroom Active Breaks to Increase Children’s Physical Activity: A Cross-Sectional Study in the Province of Naples, Italy

2020 ◽  
Vol 17 (18) ◽  
pp. 6599
Author(s):  
Francesca Gallè ◽  
Pierluigi Pecoraro ◽  
Patrizia Calella ◽  
Giuseppe Cerullo ◽  
Maria Imoletti ◽  
...  
Keyword(s):  
Physical Activity ◽  
Sedentary Behavior ◽  
Primary Schools ◽  
Weight Status ◽  
Sedentary Time ◽  
Intervention Group ◽  
Third Grade ◽  
Control Group ◽  
School Day ◽  
Active Breaks

Background: Classroom Active Breaks (CABs), short active sessions integrated in the school time, have been recognized as a promising tool to reduce sedentary behavior and increase Physical Activity (PA) levels in children. “AulAttiva” is a six-month CABs-based program implemented in primary schools of the province of Naples. The aim of this study was to evaluate its effectiveness by comparing PA and sedentary time of participating pupils respect to a control group, considering also their weight status. Methods: Four third-grade classes, each from 4 schools out of 32 participating in AulAttiva, and 4 third-grade classes, each from 4 schools out of 74 that did not take part, were randomly selected. Finally, 58 children composed the intervention group and 57 the control group. Age, gender, weight and height were registered for each participant. Weight status was classified as non-overweight and overweight/obesity. Sedentary time and PA were assessed through accelerometers along a school day. Results: Light PA was 4 min higher in the AulAttiva group with respect to controls (p = 0.046). Within the non-overweight children, the AulAttiva group spent less time in sedentary behavior and more time in light and total PA than controls. No significant differences were found between the overweight/obese subgroups. Conclusions: The results support the effectiveness of CABs in increasing PA during the school day. Greater effects were registered among normal weight pupils, suggesting the possible influence of weight status on children’s participation to the intervention. Further studies are needed to improve the compliance of overweight/obese children to this intervention.

scholarly journals Impact of The Daily Mile on children’s physical and mental health, and educational attainment in primary schools: iMprOVE cohort study protocol

BMJ Open ◽  
2021 ◽  
Vol 11 (5) ◽  
pp. e045879
Author(s):  
Bina Ram ◽  
Anna Chalkley ◽  
Esther van Sluijs ◽  
Rachel Phillips ◽  
Tishya Venkatraman ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Cohort Study ◽  
Educational Attainment ◽  
Primary School ◽  
Primary Schools ◽  
Intervention Group ◽  
Control Group ◽  
Physical And Mental Health ◽  
School Year

IntroductionSchool-based active mile initiatives such as The Daily Mile (TDM) are widely promoted to address shortfalls in meeting physical activity recommendations. The iMprOVE Study aims to examine the impact of TDM on children’s physical and mental health and educational attainment throughout primary school.Methods and analysisiMprOVE is a longitudinal quasi-experimental cohort study. We will send a survey to all state-funded primary schools in Greater London to identify participation in TDM. The survey responses will be used for non-random allocation to either the intervention group (Daily Mile schools) or to the control group (non-Daily Mile schools). We aim to recruit 3533 year 1 children (aged 5–6 years) from 77 primary schools and follow them up annually until the end of their primary school years. Data collection taking place at baseline (children in school year 1) and each primary school year thereafter includes device-based measures of moderate-to-vigorous physical activity (MVPA) and questionnaires to measure mental health (Strengths and Difficulties Questionnaire) and educational attainment (ratings from ‘below expected’ to ‘above expected levels’). The primary outcome is the mean change in MVPA minutes from baseline to year 6 during the school day among the intervention group compared with controls. We will use multilevel linear regression models adjusting for sociodemographic data and participation in TDM. The study is powered to detect a 10% (5.5 min) difference between the intervention and control group which would be considered clinically significant.Ethics and disseminationEthics has been approved from Imperial College Research Ethics Committee, reference 20IC6127. Key findings will be disseminated to the public through research networks, social, print and media broadcasts, community engagement opportunities and schools. We will work with policy-makers for direct application and impact of our findings.

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.

Aggie Play: A Gender-Relevant Physical Activity Program for Girls

2019 ◽  
Vol 41 (4) ◽  
pp. 194-205
Author(s):  
Phillip Post ◽  
Rebecca Palacios
Keyword(s):  
Physical Activity ◽  
Self Efficacy ◽  
Role Models ◽  
High Energy ◽  
Control Site ◽  
Free Play ◽  
Physical Activity Program ◽  
Control Group ◽  
Activity Program ◽  
Physical Activity Programming

A majority of U.S. children age 6–17 years do not meet the recommended 60 min of moderate to vigorous physical activity per day. Girls are less likely to meet these daily physical activity guidelines than boys. Following a call for greater gender-relevant physical activity programming, Aggie Play, an after-school physical activity program, engaged female student athletes to serve as active role models who lead girls through high-energy activities twice a week over a school year. The purpose of this study was to explore how Aggie Play affected girls’ self-efficacy and expected enjoyment for physical activity, time spent in various physical activity intensities during free play, and fitness, relative to a control group. Results revealed that the girls participating in Aggie Play increased ratings of physical activity self-efficacy and enjoyment compared with girls at a control site. Aggie Play girls also demonstrated greater improvements on the muscle-endurance test than girls at a control site. Results are consistent with prior gender-relevant physical activity and physical education research. This study extends prior results by documenting the benefits of gender-relevant physical activity programming when led by active female role models.

The Impact of Enrollment in an Instructional Physical Activity Program Course on the Physical Activity Level and Enjoyment of Physical Activity of University Students

2020 ◽  
Vol 33 (3) ◽  
Author(s):  
Grant M. Hill ◽  
Bernard D. Goldfine ◽  
Kandice J. Porter ◽  
Zenong Yin
Keyword(s):  
Physical Activity ◽  
Treatment Group ◽  
Physical Activity Level ◽  
Activity Level ◽  
Physical Activity Program ◽  
Control Group ◽  
Activity Levels ◽  
Activity Program ◽  
Training Control ◽  
The Impact

e purposes of this research were to determine whether participation in a university elective instruction-al physical activity program course (IPAP) would increase the weekly physical activity level of students and resultin a signi cantly higher score on the Physical Activity Enjoyment Scale (PACES). Treatment-group participantswere enrolled in an elective IPAP course that was either sport-based (e.g., volleyball, tennis) or physical condi-tioning-based (e.g., aerobic/strength training). Control-group participants (N=180) were students from the sameuniversities who were not enrolled during that term in an IPAP course. Student responses to the Godin-ShephardLeisure-Time Physical Activity Questionnaire indicated within-group changes in pre vs. post physical activity thatwere signi cant for the treatment group, but not the control group. Results indicate participation in an IPAPcourse signi cantly increases the physical activity levels of students and also signi cantly increases the physical activ-ity enjoyment of students with the most sedentary lifestyles.

Exploring the feasibility of implementing a pedometer-based physical activity program in primary school settings: a case study of 10,000 steps

2012 ◽  
Vol 23 (2) ◽  
pp. 141-144 ◽  
Author(s):  
Cally Davies ◽  
Mitch J. Duncan ◽  
Corneel Vandelanotte ◽  
Stephanie Hall ◽  
Kelly Corry ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Physical Activity Program ◽  
School Settings ◽  
Activity Program

Applicability of a pedometer based physical activity program in the primary school environment

2012 ◽  
Vol 15 ◽  
pp. S115
Author(s):  
C. Hooker ◽  
C. Davies ◽  
M. Duncan ◽  
C. Vandelanotte ◽  
S. Hall ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Environment ◽  
Physical Activity Program ◽  
Activity Program

scholarly journals Findings From the EASY Minds Cluster Randomized Controlled Trial: Evaluation of a Physical Activity Integration Program for Mathematics in Primary Schools

2016 ◽  
Vol 13 (2) ◽  
pp. 198-206 ◽  
Author(s):  
Nicholas Riley ◽  
David R. Lubans ◽  
Kathryn Holmes ◽  
Philip J Morgan
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
Primary Schools ◽  
Intervention Group ◽  
Control Group ◽  
Intervention Effects ◽  
Integration Program ◽  
School Day ◽  
Mathematics Program ◽  
The Impact

Background:To evaluate the impact of a primary school-based physical activity (PA) integration program delivered by teachers on objectively measured PA and key educational outcomes.Methods:Ten classes from 8 Australian public schools were randomly allocated to treatment conditions. Teachers from the intervention group were taught to embed movement-based learning in their students’ (n = 142) daily mathematics program in 3 lessons per week for 6 weeks. The control group (n = 98) continued its regular mathematics program. The primary outcome was accelerometer-determined PA across the school day. Linear mixed models were used to analyze treatment effects.Results:Significant intervention effects were found for PA across the school day (adjusted mean difference 103 counts per minute [CPM], 95% confidence interval [CI], 36.5–169.7, P = .008). Intervention effects were also found for PA (168 CPM, 95% CI, 90.1–247.4, P = .008) and moderate-to-vigorous PA (2.6%, 95% CI, 0.9–4.4, P = .009) in mathematics lessons, sedentary time across the school day (–3.5%, 95% CI, –7.0 to –0.13, P = .044) and during mathematics (–8.2%, CI, –13.0 to –2.0, P = .010) and on-task behavior (13.8%, 95% CI, 4.0–23.6, P = .011)—but not for mathematics performance or attitude.Conclusion:Integrating movement across the primary mathematics syllabus is feasible and efficacious.

scholarly journals A Randomized Trial of Physical Activity in Children and Adolescents with Cancer

Cancers ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 121
Author(s):  
Paul Saultier ◽  
Clothilde Vallet ◽  
Frédéric Sotteau ◽  
Zeinab Hamidou ◽  
Jean-Claude Gentet ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Physical Activity ◽  
Children And Adolescents ◽  
Exercise Capacity ◽  
Intervention Group ◽  
Self Esteem ◽  
Physical Activity Program ◽  
Control Group ◽  
Activity Program

Background: to evaluate the safety and efficacy of a physical activity program (PAP) in children and adolescents with cancer. Methods: children and adolescents with cancer were randomly assigned in a 1:1 ratio to the six-month PAP (intervention group) or to the control group. The first evaluation was performed at the end of the PAP (T0 + 6 mo). At T0 + 6 mo, both groups received the six-month PAP with a second evaluation at T0 + 12 mo. The primary outcome was the evolution of exercise capacity measured using the six-minute walk test (6 MWT) at T0 + 6 mo. Secondary outcomes included PAP safety and changes in other physical functions, self-esteem, and quality-of-life parameters. Results: The trial involved 80 children and adolescents (age range 5.0–18.4 years), of whom 41 were assigned to the interventional group and 39 to the control group. Underlying malignancies were leukemia (39%) and a broad range of solid tumors (61%). No adverse events occurred. At T0 + 6 mo, the evolution of the 6 MWT distance (±SEM) was improved in the intervention group vs. the control group (86 ± 12 m vs. 32 ± 6 m, p < 0.001). Several other physical parameters were significantly improved in the intervention group. Global self-esteem and parent-reported quality-of-life were significantly increased in the intervention group. Analysis at T0 + 12 mo showed persistence of the benefits in the intervention group on exercise capacity evolution (115 ± 18 m vs. 49 ± 11 m, p = 0.004) and on most physical and QoL parameters. Conclusion: In children and adolescents with cancer, a physical activity program is safe, improves exercise capacity, and may have physical and psychological benefits.

scholarly journals Effects of a Web-Based Parent–Child Physical Activity Program on Mental Health in Parents of Children with ASD

2021 ◽  
Vol 18 (24) ◽  
pp. 12913
Author(s):  
Mengxian Zhao ◽  
Yonghao You ◽  
Shihui Chen ◽  
Linlin Li ◽  
Xiru Du ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Psychological Health ◽  
Physical Activity Program ◽  
Control Group ◽  
Web Based ◽  
Child Physical Activity ◽  
Children With Asd ◽  
Activity Program ◽  
Parent Child

Parents of children with ASD experience a higher incidence of mental health difficulties, including stress, depression, and anxiety, than parents of children without ASD. According to studies related to ASD, parent–child physical activity programs are an effective approach to encourage both parents and their children with ASD to exercise together, thus improving the mental health of parents due to this interactive family activity. The purpose of the present study was to explore the effects of this web-based parent–child physical activity program on the mental health of parents of children with ASD. A total of 94 parent–child pairs consented to participate in this study, and 75 parent–child pairs completed the study. Three instruments—DASS-21, PSI-4-SF, and WHOQOL-26—were used to measure mental health, parental stress, and quality of life, respectively. A randomized controlled trial design was implemented to examine the effectiveness of the 10-week web-based parent–child physical activity program on improving the mental health of parents of children with ASD. The results showed that after the 10-week parent–child physical activity program, there were significant differences in overall DASS-21 and PSI-4-SF for the experimental group, compared with control group (p < 0.05), which indicated that the parent–child physical activity program has a positive influence on mental health in parents of children with ASD. One sub-area of WHOQOL-26 between the experimental and control groups across pre-/post-testing intervals also showed greater reductions in the item of psychological health (p < 0.05). In conclusion, the findings demonstrated the efficacy of the web-based parent–child physical activity program for improving mental health in parents of children with ASD.

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