scholarly journals The CATCH Kids Club: a pilot after-school study for improving elementary students’ nutrition and physical activity

2005 ◽  
Vol 8 (2) ◽  
pp. 133-140 ◽  
Author(s):  
Steve Kelder ◽  
Deanna M Hoelscher ◽  
Cristina S Barroso ◽  
Joey L Walker ◽  
Peter Cribb ◽  
...  
Keyword(s):  
Physical Activity ◽  
Vigorous Physical Activity ◽  
El Paso ◽  
School Setting ◽  
After School ◽  
Physical Activity Interventions ◽  
School Based ◽  
School Day ◽  
Logistic Issue ◽  
Group Interviews

AbstractBackgroundAlthough many school-based diet and physical activity interventions have been designed and evaluated, relatively few have been tested for the after-school setting. After-school day-care programmes at either elementary schools or private locations provide a ready-made opportunity for health programmes that may be difficult to incorporate into an already-full school day. The purpose of this paper is to report on a pilot study of an after-school adaptation of the CATCH (Coordinated Approach To Child Health) elementary school programme called the CATCH Kids Club (CKC).MethodsThe CKC was pilot-tested and formatively evaluated in 16 Texas after-school programmes: eight in El Paso and eight in Austin (four intervention and four reference sites each). Evaluation consisted of direct observation of moderate to vigorous physical activity during play time, self-reported food intake and physical activity, and focus group interviews with after-school programme staff.ResultsStudents responded well to the physical activity and snack components and were less interested in the five-module education component. Routine staff training was a key variable in achieving proper implementation; the ideal would be a full day with repeated follow-up model teaching visits. Staff turnover was a logistic issue, as was programme leader readiness and interest in conducting the programme. Strong and significant effects were observed for the physical activity but not for the education component. The results of the physical education component suggest it is feasible, effective and ready for larger-scale evaluation or dissemination.

School-based physical activity opportunities in PE lessons and after-school hours: Are they associated with children’s daily physical activity?

2017 ◽  
Vol 25 (1) ◽  
pp. 65-75 ◽  
Author(s):  
Peggy Cheung
Keyword(s):  
Physical Activity ◽  
Sedentary Behaviour ◽  
Primary Schools ◽  
Vigorous Physical Activity ◽  
After School ◽  
School Sports ◽  
School Based ◽  
School Sport ◽  
Significant Difference ◽  
School Day

School-based physical activity (PA), including activity during physical education (PE) lessons and after-school hours, is a possible opportunity for increasing children’s daily PA. The purposes of this study were (a) to compare children’s school-based PA levels during PE lessons and after-school hours and (b) to examine whether there is a difference in children’s PA behaviour (moderate-to-vigorous physical activity (MVPA)) and sedentary behaviour on a day which includes school-based PA (i.e. PE class or after-school sports class). The participants were 242 children (mean age = 8.7, SD = 1.6) from five primary schools in Hong Kong. Children’s PA levels were measured using an accelerometer (ActiGraph GT3X) for four school days, and the data were used to derive the duration (min) of MVPA and sedentary behaviour using age-specific criteria. The PA data were grouped according to the school-based PA opportunities, i.e. (a) with a PE lesson (PE day); (b) with an after-school sport class (AFS day); or (c) without school-based PA (N-Act day). The results indicated that the groups differed significantly in daily MVPA [ F (2,108) = 16.62, p < .00] and MVPA during school hours [ F (2,108) = 36.22, p < .00]. There was no significant difference in children’s sedentary behaviour with school-based PA participation. The present study confirmed the contribution of school-based PA opportunities to children’s MVPA in the school day, while sedentary behaviour may not necessarily be reduced.

scholarly journals Untapped Resources: 10- to 13-Year-Old Primary Schoolchildren’s Views on Additional Physical Activity in the School Setting: A Focus Group Study

2018 ◽  
Vol 15 (12) ◽  
pp. 2713 ◽  
Author(s):  
Vera van den Berg ◽  
Eline Vos ◽  
Renate de Groot ◽  
Amika Singh ◽  
Mai Chinapaw
Keyword(s):  
Physical Activity ◽  
School Setting ◽  
Field Trips ◽  
Focus Group Study ◽  
Physically Active ◽  
School Based ◽  
Teachers And Students ◽  
School Day

Schools are considered ideal venues to promote physical activity (PA) in children. However, a knowledge gap exists on how to adequately integrate PA into the school day and in particular, on the preferences of children regarding additional PA in school. Therefore, the aim of our qualitative study was to gain comprehensive insight into 10–13-year-old primary schoolchildren’s perspectives on how to increase PA in the school setting. We conducted nine focus groups (32 girls and 20 boys) with children attending the final two grades of primary school in the Netherlands. We used inductive thematic analysis to analyze the data. The results showed that children were enthusiastic about additional PA in school. Children suggested various ways to increase PA, including more time for PA in the existing curriculum, e.g., physical education (PE), recess, and occasional activities, such as field trips or sports days; school playground adaptation; improving the content of PE; and implementing short PA breaks and physically active academic lessons. Children emphasized variation and being given a voice in their PA participation as a prerequisite to keep PA enjoyable and interesting in the long term. Finally, children mentioned the role of the teacher and making efforts to accommodate all children and their different preferences as important. Children have concrete ideas, acknowledging the challenges that accompany integrating additional PA in school. We therefore recommend actively involving children in efforts to increase school-based PA and to make “additional PA in school” a shared project of teachers and students.

Moderate to Vigorous Physical Activity During Physical Education, Recess, and Class Time Among Elementary School Children in Qatar

2020 ◽  
Vol 39 (1) ◽  
pp. 1-8
Author(s):  
Lena Zimmo ◽  
Fuad Almudahka ◽  
Izzeldin Ibrahim ◽  
Mohamed G. Al-kuwari ◽  
Abdulaziz Farooq
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Physical Education ◽  
School Children ◽  
Elementary School Children ◽  
Vigorous Physical Activity ◽  
Cross Sectional ◽  
Class Time ◽  
School Based ◽  
School Day

Purpose: Schools provide opportunities for children to accumulate recommended daily moderate to vigorous physical activity (MVPA). This study aimed to determine physical activity (PA) across the school day among elementary school children in Qatar. Methods: This cross-sectional study recruited 181 Grade 1 (5.8 ± 0.4 years) and Grade 4 (9.0 ± 0.5 years) children. Participants wore wrist-based accelerometers for 5 days to assess school-based PA. MVPA during physical education, recess, and class time were compared across sex, grade, and body mass index using general linear models. Results: Only 39.0% of this cohort met the recommended 30 min of MVPA during school hours. Fewer girls (23.2%) than boys (58.1%) achieved the school-based PA guidelines (p < .001). The children engaged in 19.0 ± 12.3%, 19.3 ± 8.6%, and 6.2 ± 3.4% of the designated physical education, recess, and class time in MVPA, respectively. Conclusion: Elementary school children in Qatar engage in inadequate MVPA during the school day, especially girls. Enhancing PA opportunities during physical education and recess is crucial.

scholarly journals Physical Activity Interventions in Schools for Improving Lifestyle in European Countries

2015 ◽  
Vol 11 (1) ◽  
pp. 77-101 ◽  
Author(s):  
Gioia Mura ◽  
Nuno B.F Rocha ◽  
Ingo Helmich ◽  
Henning Budde ◽  
Sergio Machado ◽  
...  
Keyword(s):  
Physical Activity ◽  
Eating Habits ◽  
Vigorous Physical Activity ◽  
European Countries ◽  
Cardiovascular Risks ◽  
Physical Activity Interventions ◽  
School Based ◽  
Unhealthy Eating ◽  
Obesity And Overweight ◽  
Multicomponent Interventions

Background : In the last decades, children’s and adolescents’ obesity and overweight have increased in European Countries. Unhealthy eating habits and sedentary lifestyle have been recognized to determine such an epidemic. Schools represent an ideal setting to modify harmful behaviors, and physical activity could be regarded as a potential way to avoid the metabolic risks related to obesity. Methods : A systematic review of the literature was carried out to summarize the evidence of school-based interventions aimed to promote, enhance and implement physical activity in European schools. Only randomized controlled trials were included, carried out in Europe from January 2000 to April 2014, universally delivered and targeting pupils aged between 3 and 18 years old. Results : Forty-seven studies were retrieved based either on multicomponent interventions or solely physical activity programs. Most aimed to prevent obesity and cardiovascular risks among youths. While few studies showed a decrease in BMI, positive results were achieved on other outcomes, such as metabolic parameters and physical fitness. Conclusion : Physical activity in schools should be regarded as a simple, non-expensive and enjoyable way to reach all the children and adolescents with adequate doses of moderate to vigorous physical activity.

Translating Research to Practice

2011 ◽  
Vol 12 (6) ◽  
pp. 932-941 ◽  
Author(s):  
Glenn Austin ◽  
Tanya Bell ◽  
Cristina Caperchione ◽  
W. Kerry Mummery
Keyword(s):  
Physical Activity ◽  
Real World ◽  
Physical Activity Intervention ◽  
School Setting ◽  
Internal Validity ◽  
Evaluation Framework ◽  
Theoretical Evaluation ◽  
Physical Activity Interventions ◽  
School Based ◽  
Effective Interventions

Although there has been an increase in the availability of effective, evidence-based physical activity interventions in school settings during the past decade, there is a paucity of published research focusing on the translation of these effective interventions into real-world practice. The purpose of this research was to examine the translatability of an existing school-based physical activity intervention. More specifically, this research sought to identify the barriers and facilitators in adopting, implementing, and maintaining a school-based physical activity intervention using RE-AIM as a theoretical evaluation framework. It was concluded that interventions that consider issues around complexity and compatibility with the school setting are more likely to be adopted, implemented, and maintained. It was recommended that future evaluations of physical activity interventions should not be limited to testing internal validity, but should consider external validity and ecological aspects, relevant to increasing dissemination in real-world settings.

scholarly journals Disentangling Physical Activity and Sedentary Behavior Patterns in Children with Low Motor Competence

2019 ◽  
Vol 16 (20) ◽  
pp. 3804 ◽  
Author(s):  
Dave H.H. Van Kann ◽  
Anoek M. Adank ◽  
Martin L. van Dijk ◽  
Teun Remmers ◽  
Steven B. Vos
Keyword(s):  
Physical Activity ◽  
High Risk ◽  
Sedentary Behavior ◽  
After School ◽  
Motor Competence ◽  
Negative Contribution ◽  
School Based ◽  
School Day ◽  
Total Data ◽  
Before School

Children with low motor competence (MC) are at high-risk for physical inactivity, yet little is known about their physical activity (PA) and sedentary behavior (SB) patterns throughout the day. The purpose of this study is to disentangle PA and SB patterns among children with low MC across segmented day periods taking into account differences in gender and age. Data collection took place between May and July 2017. The Athletic Skills Track was used to measure MC. PA levels were objectively measured using accelerometers (ActiGraph, GT3X+) on school days. Data were segmented for (1) time before school, (2) time during school (based on school schedules), and (3) time after school. In total, data from 117 7-to-11 years-old children with low MC were eligible for analyses (N = 58 girls; N = 59 boys). Differences in moderate-to-vigorous PA (MVPA) and SB between segmented periods, gender, and grade were analyzed by ANOVAs with post hoc tests (Tukey) and Independent Sample T-tests respectively. Time spent at school is the major contributor of time spent in SB in children with low MC. Low MC is equally distributed among gender, but large differences exist among boys and girls in both MVPA and SB, indicating low-MC girls as most inactive group. This pattern is found in all segmented periods of the school day, i.e., before, during, and after school. This study stresses the negative contribution of current school curricula on PA and SB in children with low MC, indicating the most efficient period of the day to intervene. Future school-based PA and SB interventions should particularly focus on specific high-risk populations, i.e., children with low MC, and girls in particular.

scholarly journals Effect Evaluation of a Peer-Delivered School-Based Intervention Promoting Healthy Dietary and Physical Activity Behaviours Among Secondary Vocational Students

2021 ◽  
Author(s):  
Gitte Caroline Kloek ◽  
Annabelle Kuipers ◽  
Thamar Gerritse ◽  
Sanne Irene de Vries
Keyword(s):  
Physical Activity ◽  
Linear Models ◽  
Vigorous Physical Activity ◽  
School Setting ◽  
Moderate Intensity ◽  
Vocational Students ◽  
Cross Sectional ◽  
School Based Intervention ◽  
School Based ◽  
Over Time

This study examines the effectiveness of the peer-delivered, school-based intervention Healthy by Design (HbD). Data were collected in two cross-sectional surveys before and after invention implementation. In total 1,177 vocational students (before: 557, after: 620) participated in an online health behaviour survey. Multilevel logistic and multilevel linear models explored the effect of the intervention over time and the effect of the intervention dose received on (determinants of) dietary of physical activity behaviours. A significant positive effect over time was found for moderate intensity physical activity. A high intervention dose was positively associated with increased water, breakfast and fruit consumption and higher levels of moderate and vigorous physical activity compared to no intervention dose received. A moderate and high intervention dose was negatively associated with high calorie snacks consumption compared to no intervention dose received. Effects of HbD on the investigated dietary and physical activity behaviours over time are limited, but these effects may be hard to demonstrate and link to the intervention due to the nature of the intervention design and the natural school-setting of this quasi-experimental study. However, a higher intervention dose showed a strong relation with healthier dietary and physical activity behaviours.

Young Children’s Energy Expenditure and Moderate-to-vigorous Physical Activity on Weekdays and Weekends

2016 ◽  
Vol 13 (9) ◽  
pp. 1013-1016 ◽  
Author(s):  
Jung Eun Lee ◽  
David F. Stodden ◽  
Zan Gao
Keyword(s):  
Physical Activity ◽  
Elementary Schools ◽  
Energy Expenditure ◽  
Repeated Measures ◽  
Vigorous Physical Activity ◽  
After School ◽  
Time Effects ◽  
Significant Time ◽  
School Based ◽  
Recommended Level

Background:Few studies have examined young children’s leisure- and school-based energy expenditure (EE) and moderateto-vigorous physical activity (MVPA). The purpose of this study was to explore children’s estimated EE rates and time spent in MVPA in 3 time segments: at-school, after-school, and weekends.Methods:A total of 187 second and third grade children from 2 elementary schools participated in the study. Accelerometers were used to assess children’s 5-day EE and MVPA. Multiple 2 (Grade) × 2 (Gender) ANOVAs with repeated measures (Time) were conducted to examine the differences in the outcome variables.Results:Significant time effects on EE and MVPA were revealed. Children’s EE rate and minutes in MVPA per day were higher during after school and weekends than at school.Conclusions:Although children were more active outside of school, their MVPA during weekdays and weekends still fell far short of the recommended level of 60 minutes/day.

scholarly journals Comparative Effectiveness of After-School Programs to Increase Physical Activity

2013 ◽  
Vol 2013 ◽  
pp. 1-8 ◽  
Author(s):  
Sabina B. Gesell ◽  
Evan C. Sommer ◽  
E. Warren Lambert ◽  
Ana Regina Vides de Andrade ◽  
Lauren Whitaker ◽  
...  
Keyword(s):  
Physical Activity ◽  
Comparative Effectiveness ◽  
Vigorous Physical Activity ◽  
After School ◽  
School Program ◽  
Activity Data ◽  
School Based ◽  
Percentage Points ◽  
After School Program ◽  
Community Recreation

Background. We conducted a comparative effectiveness analysis to evaluate the difference in the amount of physical activity children engaged in when enrolled in a physical activity-enhanced after-school program based in a community recreation center versus a standard school-based after-school program.Methods. The study was a natural experiment with 54 elementary school children attending the community ASP and 37 attending the school-based ASP. Accelerometry was used to measure physical activity. Data were collected at baseline, 6 weeks, and 12 weeks, with 91% retention.Results. At baseline, 43% of the multiethnic sample was overweight/obese, and the mean age was 7.9 years (SD = 1.7). Linear latent growth models suggested that the average difference between the two groups of children at Week 12 was 14.7 percentage points in moderate-vigorous physical activity (P<.001). Cost analysis suggested that children attending traditional school-based ASPs—at an average cost of $17.67 per day—would need an additional daily investment of $1.59 per child for 12 weeks to increase their moderate-vigorous physical activity by a model-implied 14.7 percentage points.Conclusions. A low-cost, alternative after-school program featuring adult-led physical activities in a community recreation center was associated with increased physical activity compared to standard-of-care school-based after-school program.

scholarly journals School-based interventions modestly increase physical activity and cardiorespiratory fitness but are least effective for youth who need them most: an individual participant pooled analysis of 20 controlled trials

2021 ◽  
pp. bjsports-2020-102740
Author(s):  
Timothy Bryan Hartwig ◽  
Taren Sanders ◽  
Diego Vasconcellos ◽  
Michael Noetel ◽  
Philip D Parker ◽  
...  
Keyword(s):  
Physical Activity ◽  
Cardiorespiratory Fitness ◽  
Vigorous Physical Activity ◽  
Pooled Analysis ◽  
Controlled Trials ◽  
Older Students ◽  
Physical Activity Interventions ◽  
School Based ◽  
Intensity Physical Activity ◽  
Individual Participant

ObjectivesTo determine if subpopulations of students benefit equally from school-based physical activity interventions in terms of cardiorespiratory fitness and physical activity. To examine if physical activity intensity mediates improvements in cardiorespiratory fitness.DesignPooled analysis of individual participant data from controlled trials that assessed the impact of school-based physical activity interventions on cardiorespiratory fitness and device-measured physical activity.ParticipantsData for 6621 children and adolescents aged 4–18 years from 20 trials were included.Main outcome measuresPeak oxygen consumption (VO2Peak mL/kg/min) and minutes of moderate and vigorous physical activity.ResultsInterventions modestly improved students’ cardiorespiratory fitness by 0.47 mL/kg/min (95% CI 0.33 to 0.61), but the effects were not distributed equally across subpopulations. Girls and older students benefited less than boys and younger students, respectively. Students with lower levels of initial fitness, and those with higher levels of baseline physical activity benefitted more than those who were initially fitter and less active, respectively. Interventions had a modest positive effect on physical activity with approximately one additional minute per day of both moderate and vigorous physical activity. Changes in vigorous, but not moderate intensity, physical activity explained a small amount (~5%) of the intervention effect on cardiorespiratory fitness.ConclusionsFuture interventions should include targeted strategies to address the needs of girls and older students. Interventions may also be improved by promoting more vigorous intensity physical activity. Interventions could mitigate declining youth cardiorespiratory fitness, increase physical activity and promote cardiovascular health if they can be delivered equitably and their effects sustained at the population level.

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