scholarly journals Feasibility and Effectiveness of a Wearable Technology-Based Physical Activity Intervention in Preschoolers: A Pilot Study

2018 ◽  
Vol 15 (9) ◽  
pp. 1821 ◽  
Author(s):  
Wonwoo Byun ◽  
Erica Lau ◽  
Timothy Brusseau
Keyword(s):  
Physical Activity ◽  
Pilot Study ◽  
Parent Education ◽  
Physical Activity Intervention ◽  
Intervention Group ◽  
Intervention Strategies ◽  
Control Group ◽  
Classroom Teachers ◽  
Parent Perception ◽  
Childcare Centers

The purpose of this pilot study was to evaluate the feasibility and the effectiveness of an intervention that employed a technology-based physical activity (PA) monitoring system and teacher-regulated strategies to promote PA in preschoolers. A total of 93 preschoolers (53% girls, 4.7 years) from 5 child care centers were recruited for a one-week intervention and randomly assigned into control (2 centers, n = 45) or intervention (3 centers, n = 48) group. Key intervention components included: (1) wearable device-based, real-time monitoring of children’s PA by classroom teachers and (2) teacher-regulated strategies for providing more opportunities for PA. Sedentary behavior (SED) and PA were measured using accelerometers. Overall, children in the intervention group showed significantly lower level of SED (31.6 vs. 33.6 min/h) and higher level of total PA (28.4 vs. 26.4 min/h) than children in the control group, after adjusting for age, sex, race, parent education level, parent perception of their child’s PA, BMI, and childcare centers. Teachers in the intervention group reported that the intervention was highly feasible to be implemented in their current classroom settings. In conclusion, we observed high acceptability and initial effectiveness of the current intervention. Subsequent research at larger-scale is warranted to fully evaluate the effectiveness of the intervention strategies tested in this study.

Impact of a physical activity intervention on adolescents’ subjective sleep quality: a pilot study

2016 ◽  
Vol 24 (4) ◽  
pp. 14-22 ◽  
Author(s):  
Birna Baldursdottir ◽  
Richard E. Taehtinen ◽  
Inga Dora Sigfusdottir ◽  
Alexandra Krettek ◽  
Heiddis B. Valdimarsdottir
Keyword(s):  
Physical Activity ◽  
Pilot Study ◽  
Sleep Quality ◽  
Physical Activity Intervention ◽  
Intervention Group ◽  
Control Group ◽  
Subjective Sleep Quality ◽  
Subjective Sleep ◽  
Physical Activity Interventions

Background: The aim of this pilot study was to examine the impact of a brief physical activity intervention on adolescents’ subjective sleep quality. Cross-sectional studies indicate that physically active adolescents have better subjective sleep quality than those with more sedentary habits. However, less is known about the effectiveness of physical activity interventions in improving adolescents’ subjective sleep quality. Methods: In a three-week physical activity intervention, four Icelandic upper secondary schools were randomized to either an intervention group with pedometers and step diaries or a control group without pedometers and diaries. Out of 84, a total of 53 students, aged 15−16 years, provided complete data or a minimum of two days step data (out of three possible) as well as sleep quality measures at baseline and follow-up. Subjective sleep quality, the primary outcome in this study, was assessed with four individual items: sleep onset latency, nightly awakenings, general sleep quality, and sleep sufficiency. Daily steps were assessed with Yamax CW-701 pedometers. Results: The intervention group ( n = 26) had significantly higher average step-count ( p = 0.03, partial η2 = 0.093) compared to the control group ( n = 27) at follow-up. Subjective sleep quality improved ( p = 0.02, partial η2 = 0.203) over time in the intervention group but not in the control group. Conclusions: Brief physical activity interventions based on pedometers and step diaries may be effective in improving adolescents’ subjective sleep quality. This has important public health relevance as the intervention can easily be disseminated and incorporated into school curricula.

scholarly journals Physical activity in the classroom to prevent childhood obesity: a pilot study in Santiago, Chile

2017 ◽  
Vol 6 ◽  
Author(s):  
Francisco Mardones ◽  
Pilar Arnaiz ◽  
Johana Soto-Sánchez ◽  
Juana Saavedra ◽  
Angélica Domínguez ◽  
...  
Keyword(s):  
Physical Activity ◽  
Blood Pressure ◽  
Pilot Study ◽  
Grip Strength ◽  
Statistical Power ◽  
Physical Activity Intervention ◽  
Hand Grip Strength ◽  
Control Group ◽  
High Waist Circumference ◽  
Hand Grip

AbstractThis paper describes a 4-month pilot study that tested the suitability of a physical activity intervention for first graders (children aged 6 and 7 years) in a public school in Santiago, Chile. Teachers were trained to deliver the programme in the classroom during the school day. Teachers were surveyed to determine if this intervention fit within their curriculum and classroom routines and they reported in a focus group that it was suitable for them. All children actively participated in the programme and positive changes in their attitudes towards physical activity were observed by their teachers. Anthropometrics, blood pressure and hand grip strength were measured in the students. A significant reduction was observed in children with high waist circumference ≥ 90th percentile, and in mean systolic blood pressure. However, statistical power values for those comparisons were rather low. Anthropometry and hand grip strength were not modified. The latter calculations and the lack of a control group are showing the weaknesses of this pilot study and that further research with a larger sample size and an experimental design is strongly needed.

scholarly journals A 10-Month Physical Activity Intervention Improves Body Composition in Young Black Boys

2011 ◽  
Vol 2011 ◽  
pp. 1-8 ◽  
Author(s):  
Cheryl A. Howe ◽  
Ryan A. Harris ◽  
Bernard Gutin
Keyword(s):  
Physical Activity ◽  
Body Composition ◽  
Physical Activity Intervention ◽  
Intervention Group ◽  
Skills Development ◽  
After School ◽  
Control Group ◽  
Black Boys ◽  
X Ray ◽  
Group A

Objective. To determine if a 10-month after-school physical activity (PA) intervention could prevent deleterious changes in body composition and cardiovascular (CV) fitness in young black boys.Methods. Following baseline measures, 106 boys (8–12 yrs) were randomized to either a control group or an intervention group, further divided into attenders (ATT) and nonattenders (NATT), participating in ≥60% or <60% of the intervention, respectively. The daily intervention consisted of skills development (25 min), vigorous PA (VPA, 35 min), and strengthening/stretching (20 min) components. Body composition was measured by dual-energy X-ray absorptiometry.Results. Following the intervention, the ATT exhibited an increase in moderate-to-vigorous PA and a significant reduction in BMI, fat mass, and %BF compared to the control group. A significant association among the intervention energy expenditure and changes in body composition and CV fitness was observed only in the ATT group.Conclusion. An after-school PA program of sufficient length and intensity can promote healthy changes in body composition and fitness levels in black boys who attend at least 3 days/week.

scholarly journals Increasing Physical Activity Efficiently: An Experimental Pilot Study of a Website and Mobile Phone Intervention

2014 ◽  
Vol 2014 ◽  
pp. 1-9 ◽  
Author(s):  
Kjærsti Thorsteinsen ◽  
Joar Vittersø ◽  
Gunnvald Bendix Svendsen
Keyword(s):  
Physical Activity ◽  
Pilot Study ◽  
Progress Monitoring ◽  
Physical Activity Intervention ◽  
Intervention Group ◽  
Text Messages ◽  
Local Newspapers ◽  
Physical Activity Interventions ◽  
Daily Report ◽  
Intensity Of Exercise

The main objective of this pilot study was to test the effectiveness of an online, interactive physical activity intervention that also incorporated gaming components. The intervention design included an activity planner, progress monitoring, and gamification components and used SMS text as a secondary delivery channel and feedback to improve engagement in the intervention content. Healthy adults (n=21) recruited through ads in local newspapers (age 35–73) were randomized to the intervention or the control condition. Both groups reported physical activity using daily report forms in four registration weeks during the three-month study: only the experiment condition received access to the intervention. Analyses showed that the intervention group had significantly more minutes of physical activity in weeks five and nine. We also found a difference in the intensity of exercise in week five. Although the intervention group reported more minutes of physical activity at higher intensity levels, we were not able to find a significant effect at the end of the study period. In conclusion, this study adds to the research on the effectiveness of using the Internet and SMS text messages for delivering physical activity interventions and supports gamification as a viable intervention tool.

A Physical Activity Intervention Program in School is Also Accompanied by Higher Leisure-Time Physical Activity: A Prospective Controlled 3-Year Study in 194 Prepubertal Children

2017 ◽  
Vol 14 (4) ◽  
pp. 301-307 ◽  
Author(s):  
Felix Cronholm ◽  
Björn E. Rosengren ◽  
Caroline Karlsson ◽  
Magnus K. Karlsson
Keyword(s):  
Physical Activity ◽  
Leisure Time ◽  
Intervention Program ◽  
Physical Activity Intervention ◽  
Leisure Time Physical Activity ◽  
Intervention Group ◽  
Control Group ◽  
Environmental Interventions ◽  
Prepubertal Children ◽  
Sedentary Activities

Background:The activity-stat theory infers that total physical activity (PA) in children is constant, independent of environmental interventions.Methods:We conducted a 3-year prospective population-based controlled PA intervention study including, at baseline, 7- to 9-year-old children (66 boys, 40 girls in the intervention and 50 boys, 38 girls in the control group). PA was increased in the intervention group from 60 to 200 minutes/week, while the controls maintained 60 minutes/week. We registered weekly duration of total PA and leisure-time PA and daily duration of sedentary activities, through questionnaires at baseline and 2 and 3 years after baseline.Results:Between intervention and control groups PA was similar before intervention start. After intervention start, total PA in both genders was increased during the entire period (P-values adjusted for age and Tanner stage at follow-up between 0.001 and 0.002). Duration of sedentary activities was unchanged with no group differences. Children in the intervention group changed their behavior so that they also achieved more leisure-time PA.Conclusions:A 3-year school-based PA intervention program in prepubertal children increases the duration of total PA without increasing the duration of sedentary activities, and the program seems to initiate more PA during leisure-time. Our results refute the activity-stat theory.

scholarly journals Primary Care and Physical Literacy: A Non-Randomized Controlled Pilot Study to Combat the High Prevalence of Physically Inactive Adults in Austria

2021 ◽  
Vol 18 (16) ◽  
pp. 8593
Author(s):  
Peter Holler ◽  
Johannes Jaunig ◽  
Othmar Moser ◽  
Silvia Tuttner ◽  
Helmut Simi ◽  
...  
Keyword(s):  
Physical Activity ◽  
Pilot Study ◽  
Self Efficacy ◽  
Intervention Group ◽  
Physical Activity Behavior ◽  
Controlled Study ◽  
Control Group ◽  
Physical Literacy ◽  
Randomized Controlled ◽  
Activity Behavior

The multidimensional concept of physical literacy is fundamental for lifelong physical activity engagement. However, physical literacy-based interventions are in their infancy, especially among adults. Therefore, the purpose of this pilot study was to assess the association of a physical literacy-based intervention with changes in self-reported physical literacy among inactive adults. A non-randomized controlled study (2 × 2 design) was conducted, comparing pre- vs. postintervention. Twenty-eight inactive healthy participants in the intervention group (89% female, 53 ± 10 years) entered a physical literacy-based intervention once weekly for 14 weeks. The non-treated control group consisted of 22 inactive adults (96% female, 50 ± 11 years). Physical literacy was evaluated with a questionnaire encompassing five domains: physical activity behavior, attitude/understanding, motivation, knowledge, and self-efficacy/confidence. ANOVA models were applied to evaluate changes by time and condition. Following the intervention, significant improvements were seen for overall physical literacy and in four out of five physical literacy domains, including physical activity behavior, attitude/understanding, knowledge, and self-efficacy/confidence (all p < 0.01, Cohen’s d = 0.38–0.83). No changes by time x condition were found for motivation. The physical literacy-based intervention applied in this study may be a promising approach to help inactive adults to adopt an active lifestyle.

scholarly journals Effects of a Nine-Month Physical Activity Intervention on Morphological Characteristics and Motor and Cognitive Skills of Preschool Children

2020 ◽  
Vol 17 (18) ◽  
pp. 6609
Author(s):  
Damjan Jaksic ◽  
Sandra Mandic ◽  
Nebojsa Maksimovic ◽  
Zoran Milosevic ◽  
Roberto Roklicer ◽  
...  
Keyword(s):  
Physical Activity ◽  
Preschool Children ◽  
Motor Skills ◽  
Repeated Measures ◽  
Cognitive Skills ◽  
Physical Activity Intervention ◽  
Intervention Group ◽  
Morphological Characteristics ◽  
Assessment System ◽  
Control Group

(1) Background: Regular physical activity (PA) plays an important role during early childhood physical and psychological development. This study investigates the effects of a 9-month PA intervention on physiological characteristics and motor and cognitive skills in preschool children. (2) Methods: Preschool children (n = 132; age 4 to 7 years) attending regular preschool programs were nonrandomly assigned to PA intervention (n = 66; 60 min sessions twice per week) or a control group (n = 66; no additional organized PA program) for 9 months. Exercise training for the intervention group included various sports games, outdoor activities, martial arts, yoga, and dance. Anthropometry, motor skills (7 tests), and cognitive skills (Raven’s Colored Progressive Matrices and Cognitive Assessment System) were assessed before and after an intervention period in both groups. Data were analyzed using repeated-measures ANOVA. (3) Results: Body weight significantly increased in both groups over time. Compared to the changes observed in the control group, the intervention group significantly increased in chest circumference (p = 0.022). In contrast, the control group demonstrated an increase in waist circumference (p = 0.001), while these measures in the intervention group remained stable. Participants in the intervention group improved running speed (p = 0.016) and standing broad jump (p = 0.000). The flexibility level was maintained in the intervention group, while a significant decrease was observed in the control group (p = 0.010). Children from the intervention group demonstrated progress in the bent-arm hang test (p = 0.001), unlike the control group subjects. Varied improvements in cognitive skills were observed for different variables in both intervention and control groups, with no robust evidence for PA-intervention-related improvements. (4) Conclusions: Preschool children’s participation in a preschool PA intervention improves their motor skills.

A 6-Month Pilot Study of Effects of a Physical Activity Intervention on Life Satisfaction with a Sample of Three Generations of Women

2005 ◽  
Vol 100 (3) ◽  
pp. 579-591 ◽  
Author(s):  
Lynne L. Ornes ◽  
Lynda B. Ransdell ◽  
Leeann Robertson ◽  
Eric Trunnell ◽  
Laurie Moyer-Mileur
Keyword(s):  
Physical Activity ◽  
Life Satisfaction ◽  
Pilot Study ◽  
Study Design ◽  
Physical Activity Intervention ◽  
Satisfaction With Life Scale ◽  
Control Group ◽  
Convenience Sample ◽  
Three Generations ◽  
Home Based

This pilot study assessed possible changes in Life Satisfaction across three generations of women after a 6-mo. physical activity intervention. The primary purpose of the study was to test the study design and discover critical issues that should be controlled for or changed in a follow-up study. A quasi-experimental design was used to assign randomly a convenience sample of participant triads into two groups: a home-based group ( n = 27) and a control group ( n = 9). Daughters were premenarcheal ( n = 13, M = 10.1 yr., SD = 1.5), mothers were premenopausal ( n = 13, M = 37.2 yr., SD = 4.2), and grandmothers were postmenopausal ( n = 11, M = 61.5 yr., SD = 4.4). Life Satisfaction was measured using the Satisfaction with Life Scale. Participation in physical activity was measured using the Physical Best Physical Activity Questionnaire and a pedometer to count the number of steps taken per day. Compared with the control group, participants in the home-based group generally increased physical activity but their scores for Life Satisfaction did not increase. Recommendations concerning the study design, reducing limitations, and hypotheses for further study are given.

scholarly journals Controlled Evaluation of a Physical Activity Intervention for Senior School Students: Effects of the Lifetime Activity Program

2006 ◽  
Vol 28 (3) ◽  
pp. 252-268 ◽  
Author(s):  
David Lubans ◽  
Kathy Sylva
Keyword(s):  
Physical Activity ◽  
High School Students ◽  
Physical Activity Intervention ◽  
Intervention Group ◽  
Exercise Program ◽  
Analysis Of Covariance ◽  
Learning Theories ◽  
Control Group ◽  
School Students ◽  
Significant Group

This study describes the development, implementation, and evaluation of a structured physical activity intervention designed for high school students (years 11 and 12). A sample of 78 students was randomly allocated to control or intervention conditions for a period of ten weeks. Students in the control group (n = 40) participated in unstructured physical activity in a health and fitness center. Students in the intervention group (n = 38) participated in a ten-week structured health and exercise program based on Banduraʼs social learning theories. At the initial posttest, a number of statistically significant group differences were found using analysis of covariance. The intervention group reported more physical activity and improved exercise self-efficacy in comparison to the control group. At the 3-month follow-up, no statistically significant differences in physical activity were found. Results from this study suggest that a well-organized exercise-based program can be effective in increasing physical activity behavior of adolescents on a short-term basis.

Partnerships for Active Children in Elementary Schools: Outcomes of a 2-Year Pilot Study to Increase Physical Activity During the School Day

2017 ◽  
Vol 32 (3) ◽  
pp. 621-630 ◽  
Author(s):  
R. Glenn Weaver ◽  
Collin A. Webster ◽  
Cate Egan ◽  
Carolina M. C. Campos ◽  
Robert D. Michael ◽  
...  
Keyword(s):  
Physical Activity ◽  
Elementary Schools ◽  
Pilot Study ◽  
Service Learning ◽  
Vigorous Physical Activity ◽  
Intervention Group ◽  
Control Group ◽  
Institute Of Medicine ◽  
School Day ◽  
The Impact

Purpose: To evaluate the impact of the pilot study Partnerships for Active Children in Elementary Schools on the percentage of children achieving the Institute of Medicine guideline of 30 minutes of moderate-to-vigorous physical activity (MVPA) during the school day. Design: Pre/multiple post-quasi-experimental. Setting: Four elementary schools. Participants: Physical education (n = 3) and classroom teachers (n = 12) and students (n = 229). Intervention: Partnerships for Active Children in Elementary Schools was a multicomponent, theory-driven intervention facilitated through school–university partnerships. Intervention approaches included communities of practice, community-based participatory research, and service learning. Measures: Accelerometer-derived percentage of children accumulating 30 minutes of MVPA during the school day. Analysis: Multilevel mixed-effects regression estimated MVPA differences over time. Results: Compared to control, a 2.4% (95% confidence interval [CI]: −0.0% to 4.8%) and 8.8% (95% CI: −0.3% to 15.4%) increase in the percentage of time girls and boys engaged in MVPA during the school day was observed. The percentage of boys and girls in the intervention group achieving 30 minutes of MVPA/day increased from 57.5% to 70.7% and 35.4% to 56.9%, respectively. Boys and girls in the control group decreased from 61.5% to 56.4% and 52.6% to 41.9%, respectively. However, these changes did not reach statistical significance. Conclusion: Partnerships for Active Children in Elementary Schools demonstrated meaningful impact on children’s MVPA during the school day by increasing boys’ and girls’ MVPA. However, additional strategies may be required to help schools achieve the Institute of Medicine guideline.

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