Understanding Nutrition Education and Physical Activity Instruction in Rural Elementary Schools

We surveyed K-6 classroom teachers in four rural counties in Oregon to ascertain current nutrition and physical activity and/or physical education (PA/PE) instruction, barriers to teaching these subjects, and interest and need for professional development. Although most respondents reported teaching nutrition and PA/PE in their classrooms and appear to place high importance on teaching these subjects, reported delivery time was low. Extension can play an influential role in ensuring that students receive adequate nutrition and PA/PE instructional time by providing support to teachers through professional development, direct education in the classroom, and policy, systems and environmental change.

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Using Accelerometry To Measure Physical Activity Opportunities During The School Day In Rural Elementary Schools.

Medicine & Science in Sports & Exercise ◽

10.1249/01.mss.0000517279.96884.20 ◽

2017 ◽

Vol 49 (5S) ◽

pp. 164

Author(s):

Evan Hilberg ◽

Patrick Abi Nader ◽

John M. Schuna ◽

Deborah John ◽

Katherine B. Gunter

Keyword(s):

Physical Activity ◽

Elementary Schools ◽

Rural Elementary Schools ◽

School Day

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Comparison Of Accelerometer And Pedometer Measured Physical Activity In Rural Elementary Schools

Medicine & Science in Sports & Exercise ◽

10.1249/01.mss.0000518198.80679.4b ◽

2017 ◽

Vol 49 (5S) ◽

pp. 477

Author(s):

Patrick Abi Nader ◽

Evan Hilberg ◽

John M. Schuna ◽

Katherine B. Gunter

Keyword(s):

Physical Activity ◽

Elementary Schools ◽

Rural Elementary Schools

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Teacher-Level Factors, Classroom Physical Activity Opportunities, and Children’s Physical Activity Levels

Journal of Physical Activity and Health ◽

10.1123/jpah.2017-0218 ◽

2018 ◽

Vol 15 (9) ◽

pp. 637-643 ◽

Cited By ~ 5

Author(s):

Patrick Abi Nader ◽

Evan Hilberg ◽

John M. Schuna ◽

Deborah H. John ◽

Katherine B. Gunter

Keyword(s):

Physical Activity ◽

Elementary Schools ◽

Cost Effective ◽

Mixed Effects ◽

Operating Conditions ◽

Mixed Effects Models ◽

Activity Levels ◽

Item Questionnaire ◽

Rural Elementary Schools ◽

Children’S Physical Activity

Background: Classroom-based physical activity (CBPA) breaks are a cost-effective strategy to promote physical activity (PA) at school. Despite teachers’ critical roles in sustained implementation of CBPA breaks, few studies examined the association of teacher-level factors with student PA levels, and none focused on rural schools. Methods: We monitored children’s PA levels over 4 consecutive school days at 6 rural Oregon elementary schools with Walk4Life pedometers. During the same week, teachers recorded all student PA opportunities (recess, PE, and CBPA breaks) and answered a 26-item questionnaire about factors influencing their use of CBPA breaks. Mixed-effects models were used to associate teacher-level factors and PA opportunities with children’s moderate to vigorous PA (MVPA; in minutes per day), controlling for child-level covariates. Results: When teachers valued PA, students accumulated more MVPA (1.07 min/d; P < .01) than students of teachers reporting low PA value. Students did more MVPA (1 min/d; P < .001) when teachers agreed the school operating conditions posed barriers to providing PA than when teachers disagreed that barriers existed. PE classes contributed significantly to student’s PA levels. Conclusion: Provision of PE, increasing teacher value for PA, and further investigation of how teacher-level factors relate to students’ MVPA levels during CBPA breaks at rural elementary schools are warranted.

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Bridging Public Health and Education: Results of a School-Based Physical Activity Program to Increase Student Fitness

Public Health Reports ◽

10.1177/0033354917726328 ◽

2017 ◽

Vol 132 (2_suppl) ◽

pp. 81S-87S ◽

Cited By ~ 3

Author(s):

Shannon L. Barrett-Williams ◽

Padra Franks ◽

Christi Kay ◽

Adria Meyer ◽

Kelly Cornett ◽

...

Keyword(s):

Physical Activity ◽

Professional Development ◽

Elementary Schools ◽

After School ◽

Baseline Survey ◽

Staff Members ◽

School Based ◽

Public Elementary Schools ◽

Physical Activity Programs ◽

The Impact

Objective: Power Up for 30 (PU30) is a schoolwide intervention that encourages schools to provide an additional 30 minutes of physical activity during the school day, beyond physical education. The objective of this study was to evaluate the impact of PU30 on Georgia public elementary schools and their students. Methods: A total of 719 of 1320 public elementary schools in Georgia that were sent a baseline survey about school physical activity during October 2013 to September 2014 completed the survey, 160 of which were asked to complete a second survey. In the interim (March to June 2015), half (80) of these schools implemented the PU30 program. The interim surveys, which were completed during March to June 2015, assessed opportunities for student physical activity and staff member professional development focused on student physical activity. Results: Compared with schools that had not implemented the program, more schools using the PU30 program reported offering before- and after-school physical activity programs. Forty-four of 78 (57%) PU30 schools compared with 20 of 53 (38%) non-PU30 schools offered before-school physical activity programs. Likewise, more PU30 schools than non-PU30 schools offered after-school physical activity programs (35% vs 16%), and a greater proportion of students at PU30 schools compared with non-PU30 schools met fitness benchmarks: recess 5 days per week (91% [288 of 323] vs 80% [273 of 341]), offering ≥11 minutes per day of classroom-based physical activity (39% [53 of 136] vs 25% [47 of 189] for kindergarten through second grade; 20% [37 of 187] vs 6% [9 of 152] for grades 3 through 5), and receiving physical activity–related professional development time (42% [136 of 323] vs 14% [48 of 341]). Conclusions: The surveys provided a statewide picture of the physical activity opportunities offered to students and staff members in Georgia elementary schools and demonstrated the effective use of a comprehensive, multicomponent program to offer more school-based physical activity opportunities and to improve student fitness.

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Comparison of the coordination abilities and the quantity of physical activity of girls at urban and rural elementary schools

Studia Kinanthropologica ◽

10.32725/sk.2013.053 ◽

2013 ◽

Vol 14 (3) ◽

pp. 231-236

Author(s):

M. Valová ◽

R. Vala ◽

I. Fojtík

Keyword(s):

Physical Activity ◽

Elementary Schools ◽

Rural Elementary Schools

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Implementation of a Healthy Eating and Physical Activity Campaign in Rural Elementary Schools

Journal of the American Dietetic Association ◽

10.1016/j.jada.2008.06.022 ◽

2008 ◽

Vol 108 (9) ◽

pp. A12

Author(s):

J.S. Pelkki ◽

V.L. James

Keyword(s):

Physical Activity ◽

Elementary Schools ◽

Healthy Eating ◽

Rural Elementary Schools

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Evaluation of a Policy to Integrate Physical Activity Into the School Day

Journal of Physical Activity and Health ◽

10.1123/jpah.10.4.480 ◽

2013 ◽

Vol 10 (4) ◽

pp. 480-487 ◽

Cited By ~ 28

Author(s):

Erin Holt ◽

Todd Bartee ◽

Kate Heelan

Keyword(s):

Physical Activity ◽

Academic Achievement ◽

Elementary Schools ◽

Energy Expenditure ◽

Elementary Students ◽

Classroom Teachers ◽

Significant Contributor ◽

School Day

Background:Implementing physical activity (PA) within academic curricula increases energy expenditure and enhances academic achievement in elementary students. The purposes of the study were to determine the extent teachers met the 20-minute PA policy, identify how teachers met the policy, and measure the level of intensity of PA provided.Methods:Four elementary schools (grades K−5; 68 classroom teachers) implemented a district-mandated 20-minute PA policy. Teachers recorded PA for 1 week in September 2010 and February 2011. A sample of 142 students (grades K−5) wore accelerometers to measure school day PA.Results:While 40% and 4% of teachers in September and February respectively met the policy all 5 days, 72.5% and 45.7% of teachers in September and February respectively implemented PA at least 3 days/week. Accelerometry results indicated curriculum-based lessons (CBL; 59.92 ± 20.38 min) or walk/run periods (51.56 ± 18.67 min) significantly increased school day MVPA (P < .05) above no additional activity (30.96 ± 22.57 min).Conclusions:Although the teachers did not meet the 20-minute policy every day, the increased amount of PA achieved each week through the teachers’ efforts is a significant contributor to total daily PA levels of children.

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