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 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 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.

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 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.

scholarly journals Health and Nutrition Education in Elementary Schools: Changes in health knowledge, nutrient intakes and physical activity over a six year period

1999 ◽  
Vol 2 (3a) ◽  
pp. 445-448 ◽  
Author(s):  
Yannis Manios ◽  
Anthony Kafatos
Keyword(s):  
Physical Activity ◽  
Nutrition Education ◽  
Primary Schools ◽  
Health Knowledge ◽  
Dietary Habits ◽  
Intervention Group ◽  
Nutrition Intervention ◽  
Control Group ◽  
Nutrient Intakes ◽  
Health And Nutrition

AbstractObjective:To examine the effects of a health and nutrition intervention, implemented in primary schools of Crete, on health knowledge, nutrient intakes and physical activity of the intervention population.Methods:The intervention group consisted of 24 schools while the control group consisted of 16 schools. The overall duration of the intervention was six years, while the topics of the intervention primarily focused on children' dietary habits, physical activity and fitness.Results:After the completion of the intervention period, the changes observed in health knowledge, nutrient intakes and physical activity were in favour of the intervention group pupils.Conclusion:The encouraging findings of the study indicate the potential of the programme in health promotion and disease prevention without involving substantial new school resources and time.

scholarly journals Children’s Cortisol and Cell-Free DNA Trajectories in Relation to Sedentary Behavior and Physical Activity in School: A Longitudinal Analysis

2018 ◽  
Author(s):  
Christoph Becker ◽  
Sebastian Schmidt ◽  
Elmo Neuberger ◽  
Peter Kirsch ◽  
Perikles Simon ◽  
...  
Keyword(s):  
Physical Activity ◽  
Sedentary Behavior ◽  
Linear Models ◽  
Compositional Data ◽  
Intervention Group ◽  
Control Group ◽  
Compositional Data Analysis ◽  
Sampled Data ◽  
Bayesian Hierarchical ◽  
Biological Stress

Education outside the classroom (EOtC) can be beneficial for students. The relationship between biological stress markers and sedentary behavior (SB) plus physical activity (PA) is insufficiently evaluated in school settings. This exploratory study aims to evaluate the association between students&rsquo; cortisol, plus circulating cell-free deoxyribonucleic acid (cfDNA) levels, and their SB, light PA (LPA) and moderate-to-vigorous PA (MVPA) during outdoor and indoor classes in different seasons. We assessed data from an education outside the classroom (EOtC) program (n = 48; intervention group [IG], n = 37; control group [CG], n = 11). We sampled data on 3 school-days in three seasons (fall, spring, and summer) in normal teaching indoors (CG) and outdoor lessons (IG) in the forest. SB and PA were evaluated by accelerometry, and cortisol and cfDNA levels by saliva samples. The compositional data analysis approach analyzed SB and PA. Fitted Bayesian hierarchical linear models evaluated the association between cortisol and cfDNA, and SB/LPA/MVPA. A steady decline of cortisol in the outdoor setting is associated with relatively high levels of LPA. SB and MVPA tended to exhibit a similar effect in the indoor setting. CfDNA is positively associated with a relatively high amount of SB in the IG, the same association is likely for LPA and MVPA in both groups. LPA seems to support a healthy cortisol decrease in children during outdoor lessons. The relevance of SB/PA as a composition in relation to students stress response in school should be emphasized. This study facilitates the formulation of straightforward and directed hypotheses for further research.

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.

scholarly journals A Home-Based Mobile Health Intervention to Replace Sedentary Time With Light Physical Activity in Older Cancer Survivors: Randomized Controlled Pilot Trial (Preprint)

2020 ◽  
Author(s):  
Cindy K Blair ◽  
Elizabeth Harding ◽  
Charles Wiggins ◽  
Huining Kang ◽  
Matthew Schwartz ◽  
...  
Keyword(s):  
Physical Activity ◽  
Light Intensity ◽  
Cancer Survivors ◽  
Sedentary Behavior ◽  
Mobile Health ◽  
Sedentary Time ◽  
Intervention Group ◽  
Health Coaching ◽  
Group Differences ◽  
Home Based

BACKGROUND Older cancer survivors are at risk of the development or worsening of both age- and treatment-related morbidity. Sedentary behavior increases the risk of or exacerbates these chronic conditions. Light-intensity physical activity (LPA) is more common in older adults and is associated with better health and well-being. Thus, replacing sedentary time with LPA may provide a more successful strategy to reduce sedentary time and increase physical activity. OBJECTIVE This study primarily aims to evaluate the feasibility, acceptability, and preliminary efficacy of a home-based mobile health (mHealth) intervention to interrupt and replace sedentary time with LPA (standing and stepping). The secondary objective of this study is to examine changes in objective measures of physical activity, physical performance, and self-reported quality of life. METHODS Overall, 54 cancer survivors (aged 60-84 years) were randomized in a 1:1:1 allocation to the tech support intervention group, tech support plus health coaching intervention group, or waitlist control group. Intervention participants received a Jawbone UP2 activity monitor for use with their smartphone app for 13 weeks. Tech support and health coaching were provided via 5 telephone calls during the 13-week intervention. Sedentary behavior and physical activity were objectively measured using an activPAL monitor for 7 days before and after the intervention. RESULTS Participants included survivors of breast cancer (21/54, 39%), prostate cancer (16/54, 30%), and a variety of other cancer types; a mean of 4.4 years (SD 1.6) had passed since their cancer diagnosis. Participants, on average, were 70 years old (SD 4.8), 55% (30/54) female, 24% (13/54) Hispanic, and 81% (44/54) overweight or obese. Malfunction of the Jawbone trackers occurred in one-third of the intervention group, resulting in enrollment stopping at 54 rather than the initial goal of 60 participants. Despite these technical issues, the retention in the intervention was high (47/54, 87%). Adherence was high for wearing the tracker (29/29, 100%) and checking the app daily (28/29, 96%) but low for specific aspects related to the sedentary features of the tracker and app (21%-25%). The acceptability of the intervention was moderately high (81%). There were no significant between-group differences in total sedentary time, number of breaks, or number of prolonged sedentary bouts. There were no significant between-group differences in physical activity. The only significant within-group change occurred within the health coaching group, which increased by 1675 daily steps (95% CI 444-2906; <i>P</i>=.009). This increase was caused by moderate-intensity stepping rather than light-intensity stepping (+15.2 minutes per day; 95% CI 4.1-26.2; <i>P</i>=.008). CONCLUSIONS A home-based mHealth program to disrupt and replace sedentary time with stepping was feasible among and acceptable to older cancer survivors. Future studies are needed to evaluate the optimal approach for replacing sedentary behavior with standing and/or physical activity in this population. CLINICALTRIAL ClinicalTrials.gov NCT03632694; https://clinicaltrials.gov/ct2/show/NCT03632694

scholarly journals Children’s physical activity level and sedentary behaviour in Norwegian early childhood education and care: effects of a staff-led cluster-randomised controlled trial

2020 ◽  
Author(s):  
Eivind Andersen ◽  
Steinar Øvreås ◽  
Kari Anne Jørgensen ◽  
Janne Borch-Jenssen ◽  
Thomas Moser
Keyword(s):  
Physical Activity ◽  
Sedentary Time ◽  
Controlled Trial ◽  
Intervention Group ◽  
Activity Level ◽  
Control Group ◽  
Education And Care ◽  
Vigorous Intensity ◽  
Randomised Controlled ◽  
Children’S Physical Activity

Abstract Background: A growing body of evidence suggest that the children’s physical activity (PA) level in early childhood education and care (ECEC) settings are insufficient. Since most children attend ECEC settings for many hours on most days of the week, and these institutions reach children across the socioeconomic spectrum, the ECEC settings may serve as an ideal avenue for increasing physical activity level, reduce sedentary time and enhance the overall health of young children. This paper investigates the effectiveness of the “Active Kindergarten – Active Children” study to increase children’s PA level and reduce sedentary time within the ECEC setting. Methods: Accelerometers were used to asses PA and sedentary time. A total of 116 three to four-year olds took part in a randomised controlled trial in 11 ECEC settings. Participants were cluster-randomised, by ECEC setting, to either a 12 week staff-led and expert-supported intervention or a waiting list control group. Results: The intervention group increased time spent in moderate- and vigorous intensity PA by 10 min/day (95% CI = 3, 18; P=0.01), took 1909 more steps per day (95% CI = 1130, 2688; P˂0.01) and reduced sedentary time with 14min/day (95% CI = -27, -1; P=0.04) compared to the control group. The intervention group had a 2.4 higher odds (95% CI = 1.05, 5.7; P = 0.04) of meeting the PA recommendations compared to the control group at follow-up. Conclusions: Our results show that a flexible staff-led and expert-supported multicomponent PA intervention can increase total PA level, moderate- and vigorous intensity PA and reduce time spent sedentary in three to four-year old children during their stay in ECEC settings.Trial registration: The trial was retrospectively registered on September 19, 2020 and available online at ClinicalTrials.gov: No. NCT04555746

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