scholarly journals Active Breaks: A Pilot and Feasibility Study to Evaluate the Effectiveness of Physical Activity Levels in a School Based Intervention in an Italian Primary School

2020 ◽  
Vol 17 (12) ◽  
pp. 4351 ◽  
Author(s):  
Alice Masini ◽  
Sofia Marini ◽  
Erica Leoni ◽  
Giovanni Lorusso ◽  
Stefania Toselli ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Feasibility Study ◽  
Controlled Trial ◽  
School Curriculum ◽  
Control Group ◽  
Activity Levels ◽  
The European Union ◽  
Step Counts ◽  
Active Breaks

Background: The school gives access to children, regardless of age, ethnicity, gender and socio-economic class and can be identified as the key environment in which to promote children’s physical activity (PA). The guidelines of the European Union recommend accumulating at least 10-min bouts of PA to reach the daily 60 min. Active breaks (ABs) led by teachers inside the classroom represent a good strategy to promote PA. The aim of this pilot and feasibility study was to evaluate the feasibility and effectiveness in terms of PA level of an AB programme in children aged 8–9 years attending primary school. Methods: A pre-post quasi-experimental pilot and feasibility study was performed in two primary school classes, one of which was assigned to a 14-week AB intervention (AB group) and the other to the control group (CG). At baseline and at follow-up, children were monitored for sedentary and motor activity during an entire week using ActiGraph Accelerometer (ActiLife6 wGT3X-BT). The satisfaction of children and teachers was assessed by self-administered questionnaires. Results: In the pre-post comparison, AB group (n = 16) showed a reduction in the minutes spent in weekly sedentary activity (−168.7 min, p > 0.05), an increase in the number of step counts (+14,026.9, p < 0.05) and in time spent in moderate to vigorous PA (MVPA): weekly MVPA: +64.4 min, daily MVPA: +8.05 min, percentage of MVPA: +0.70%. On the contrary, CG showed a worsening in all variables. ANCOVA analysis, after adjusting for baseline values, showed significant differences between the AB group and CG for time spent in MVPA, percentage of MVPA and step counts. The satisfaction of children and teachers was good. Teachers were able to adapt the AB protocol to the needs of the school curriculum, thus confirming the feasibility of the AB programme. Conclusions: This pilot and feasibility study showed the feasibility and effectiveness of the AB protocol and represented the basis for a future controlled trial.

scholarly journals Getting Moving Together; a field experiment on workplace physical activity

2021 ◽  
Author(s):  
Michael Sanders ◽  
Karen Tindall ◽  
Alex Gyani ◽  
Susannah Hume ◽  
Min-Taec Kim ◽  
...  
Keyword(s):  
Physical Activity ◽  
Social Comparison ◽  
Comparison Group ◽  
Controlled Trial ◽  
Wearable Devices ◽  
Control Group ◽  
Activity Levels ◽  
Additional Information ◽  
Baseline Activity ◽  
The Social

Importance: Wearable devices are widely used in an effort to increase physical activity and consequently to improve health. The evidence for this is patchy, and it does not appear that wearables alone are sufficient to achieve this end.Objective: To determine whether social comparisons in a workplace setting can increase the effectiveness of wearables at promoting physical activity.Design: A four week randomized controlled trial conducted in November 2015 with employees of a large firm. Participants were randomised to one of two treatment conditions (control vs social comparison) at team level, and teams are formed into ‘leagues’ based on their activity levels before the study. Impact is measured through wearable devices issued to all participants throughout the study duration.Setting: Offices of a large Australian employer.Participants: 646 employees of an Australian employer, issued with wearable activity trackers prior to the beginning of the study. Intervention(s) (for clinical trials) or Exposure(s) (for observational studies). Participants used a wearable device to track steps. Participants had been wearing these for at least four weeks at the outset of the trial, establishing a baseline level of activity. Teams (n=646, k=49), were randomly assigned to either control (k=24), or a social comparison (k=25) treatment. All participants took part in a step-count competition between their team and others at their employer, in which their team’s ranking within a mini-league of five teams, as well as their own activity was communicated each week. The control group had access to the usual features of the wearable, while the social comparison group received additional information about the performance of the other teams in their league, including how far behind and ahead their nearest rival teams were.Main Outcome(s) and Measure(s): Number of steps taken per day on average, measured by the wearable devices issued to all participants. Results: A total of 646 participants were included in the study. Compared to the control, participants in the social comparison group took significantly more steps per day during the trial period (an additional 620 steps, 8.2%, p&lt;0.001). These effects are largest in both relative and absolute terms for people whose prior steps were in the bottom quartile of steps (an additional 948 steps, 40%, p&lt;0.001), while the effect on people with highest levels of activity was a precisely estimated null (an additional 6 steps, 0.01%, p=0.98).Conclusions and Relevance: Social comparison increased the effectiveness of wearables at improving physical activity, particularly for those with the lowest baseline activity.

scholarly journals Pedometer-determined physical activity among primary schoolchildren in Kuala Lumpur

2019 ◽  
Vol 28 (2) ◽  
pp. 115-123
Author(s):  
Bee Suan Wee ◽  
Awang Bulgiba ◽  
Abd. Talib Ruzita ◽  
Mohd. Noor Ismail ◽  
Bee Koon Poh
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Sociodemographic Factors ◽  
Activity Level ◽  
Activity Levels ◽  
Kuala Lumpur ◽  
Daily Step ◽  
Step Counts ◽  
Primary Schoolchildren ◽  
Physical Activity Levels

Objective: The aim of this study was to objectively measure physical activity and its association with sociodemographic factors among Malaysian primary school-age children. Methods: A total of 111 primary school children in Kuala Lumpur were selected through random sampling. Activity pattern was determined using pedometers and differences by sex, ethnicity and body mass index categories were analysed. The relationship between pedometer-determined physical activity and sociodemographic factors were also studied. Results: Overall, boys attained significantly higher daily step counts than girls (9573 ± 4145 vs 7313 ± 2697). Significant difference in daily step counts between boys and girls were observed during weekdays ( p<0.01), weekends ( p<0.05) and total mean step counts ( p<0.01). Malay ethnicity showed higher daily step counts during weekdays than weekends ( p<0.05). Compared with boys, girls had higher odds (OR=5.58; 95% CI 1.12, 27.77) of not meeting the recommended daily step counts. Those who had low physical activity levels had higher odds (OR=15.75; 95% CI 1.78, 139.33) of not meeting recommended daily step counts than children who had moderate physical activity level. Conclusion: Boys were significantly more active than girls and physical activity was greater during weekdays than on weekends. The primary schoolchildren in Kuala Lumpur were sedentary, with minimum physical activity being observed. Differences in sexes and physical activity levels influenced pedometer step counts in children.

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 The Use of Text Messaging to Promote Physical Activity in Working Women: A Randomized Controlled Trial

2015 ◽  
Vol 12 (6) ◽  
pp. 756-763 ◽  
Author(s):  
Nancy M. Gell ◽  
Danielle D. Wadsworth
Keyword(s):  
Physical Activity ◽  
Self Efficacy ◽  
Text Messaging ◽  
Controlled Trial ◽  
Working Women ◽  
Text Messages ◽  
Control Group ◽  
Step Counts ◽  
Significant Difference ◽  
Change In Mean

Background:The study evaluated the effects of a text message intervention on physical activity in adult working women.Methods:Eightyseven participants were randomized to an intervention (n = 41) or control group (n = 46). Pedometer step counts and measures of self-efficacy were collected at baseline, 12 weeks, and 24 weeks. Intervention participants received approximately 3 text messages per week that were motivational, informational, and specific to performing physical activity.Results:ANCOVA results showed a significant difference between groups for mean steps per day at 12 weeks (6540.0 vs. 5685.0, P = .01) and no significant difference at 24 weeks (6867.7 vs. 6189.0, P = .06). There was no change in mean step counts during or after the intervention compared with baseline. There was a significant difference between groups for mean self-efficacy scores at 12 weeks (68.5 vs. 60.3, P = .02) and at 24 weeks (67.3 vs. 59.0, P = .03).Conclusion:Intervention participants had higher step counts after 12 and 24 weeks compared with a control group; however, the difference was significant only at the midpoint of the intervention and was attributable to a decrease in steps for the control group. Text messaging did not increase step counts but may be a cost-effective tool for maintenance of physical activity behavior.

Active Classrooms: A Cluster Randomized Controlled Trial Evaluating the Effects of a Movement Integration Intervention on the Physical Activity Levels of Primary School Children

2017 ◽  
Vol 14 (4) ◽  
pp. 290-300 ◽  
Author(s):  
Rosemarie Martin ◽  
Elaine Murtagh
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Controlled Trial ◽  
Intervention Group ◽  
Primary School Children ◽  
Activity Levels ◽  
Significant Difference ◽  
Physical Activity Levels

Background:A cluster randomized controlled trial was conducted to assess the effectiveness of the Active Classrooms intervention, which integrates movement into academic lessons, on the moderate-to-vigorous physical activity levels (MVPA) of primary school children during class-time and throughout the school day.Methods:Ten classroom teachers and their students aged 8 to 12 years were recruited and randomized into the Active Classrooms intervention group (n = 131students, n = 5teachers) or a delayed-treatment controlled group (n = 117students, n = 5teachers). The intervention group participated in active academic lessons taught by the classroom teacher over an 8 week period. Accelerometers were used to gather physical activity data at baseline, postintervention and at 4 months follow-up. Teachers completed a questionnaire to evaluate the program.Results:A significant difference for change in daily class time MVPA levels was identified between the treatment (n = 95) and control (n = 91) groups from pre- to postintervention (P < .001) and this difference was maintained at follow-up (P < .001). No significant difference emerged between the treatment and control groups for change in school day MVPA levels from pre- to postintervention (P = .52) or follow-up (P = .09). Teachers reported that they were highly satisfied with the program.Conclusions:Movement integration has the potential to improve physical activity levels of primary school children in the classroom.

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 Preliminary Efficacy and Feasibility of the “Thinking While Moving in English”: A Program with Integrated Physical Activity into the Primary School English Lessons

Children ◽  
2018 ◽  
Vol 5 (8) ◽  
pp. 109 ◽  
Author(s):  
Myrto F. Mavilidi ◽  
David R. Lubans ◽  
Narelle Eather ◽  
Philip J. Morgan ◽  
Nicholas Riley
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Intervention Group ◽  
School Curriculum ◽  
Preliminary Evidence ◽  
Control Group ◽  
Post Intervention ◽  
Physically Active ◽  
Task Behavior ◽  
On Task Behavior

Background: The physical, cognitive, and learning benefits of physical activity for children have already been established. However, many schools are failing to provide children with sufficient activity at school due to a crowded school curriculum. Physical activity interventions that integrate physical activity with learning is a way to enhance physical and cognitive benefits without loss of academic time. This study evaluated the preliminary efficacy and feasibility of “Thinking While Moving in English”, a primary school program that integrates physical activity into English lessons. Method: Two classes of Grade 4 students (n = 55, 10–11 years old) were randomly assigned to the intervention (n = 29) or control (n = 26) conditions. The program components consisted of 3 × 40 min physically active academic lessons per week, delivered over a 4-week period. The following measures were taken at baseline and immediate post-intervention: on-task behavior, cognition (inhibition and working memory), and learning outcomes (spelling and grammar). Results: Results revealed significant improvements in on-task behavior and spelling in the intervention group, compared to the control group. There were no observed improvements in cognitive outcomes or grammar. Conclusions: This study provides preliminary evidence for the efficacy of physically active English lessons to enhance children’s educational outcomes.

scholarly journals Effect of exercise training for five years on all cause mortality in older adults—the Generation 100 study: randomised controlled trial

BMJ ◽  
2020 ◽  
pp. m3485
Author(s):  
Dorthe Stensvold ◽  
Hallgeir Viken ◽  
Sigurd L Steinshamn ◽  
Håvard Dalen ◽  
Asbjørn Støylen ◽  
...  
Keyword(s):  
Physical Activity ◽  
Older Adults ◽  
Absolute Risk ◽  
Controlled Trial ◽  
Absolute Risk Reduction ◽  
Control Group ◽  
Activity Levels ◽  
Percentage Points ◽  
All Cause Mortality ◽  
Randomised Controlled

AbstractObjectiveTo evaluate the effect of five years of supervised exercise training compared with recommendations for physical activity on mortality in older adults (70-77 years).DesignRandomised controlled trial.SettingGeneral population of older adults in Trondheim, Norway.Participants1567 of 6966 individuals born between 1936 and 1942.InterventionParticipants were randomised to two sessions weekly of high intensity interval training at about 90% of peak heart rate (HIIT, n=400), moderate intensity continuous training at about 70% of peak heart rate (MICT, n=387), or to follow the national guidelines for physical activity (n=780; control group); all for five years.Main outcome measureAll cause mortality. An exploratory hypothesis was that HIIT lowers mortality more than MICT.ResultsMean age of the 1567 participants (790 women) was 72.8 (SD 2.1) years. Overall, 87.5% of participants reported to have overall good health, with 80% reporting medium or high physical activity levels at baseline. All cause mortality did not differ between the control group and combined MICT and HIIT group. When MICT and HIIT were analysed separately, with the control group as reference (observed mortality of 4.7%), an absolute risk reduction of 1.7 percentage points was observed after HIIT (hazard ratio 0.63, 95% confidence interval 0.33 to 1.20) and an absolute increased risk of 1.2 percentage points after MICT (1.24, 0.73 to 2.10). When HIIT was compared with MICT as reference group an absolute risk reduction of 2.9 percentage points was observed (0.51, 0.25 to 1.02) for all cause mortality. Control participants chose to perform more of their physical activity as HIIT than the physical activity undertaken by participants in the MICT group. This meant that the controls achieved an exercise dose at an intensity between the MICT and HIIT groups.ConclusionThis study suggests that combined MICT and HIIT has no effect on all cause mortality compared with recommended physical activity levels. However, we observed a lower all cause mortality trend after HIIT compared with controls and MICT.Trial registrationClinicalTrials.gov NCT01666340.

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