scholarly journals Physical Activity Opportunities of Low‐Income Elementary School‐Aged Children During the Segmented School Day

2020 ◽  
Vol 90 (10) ◽  
pp. 787-793
Author(s):  
Emily C. Tyler ◽  
Keith Brazendale ◽  
Ethan Hunt ◽  
Aaron Rafferty ◽  
Michael W. Beets ◽  
...  
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Low Income ◽  
School Aged Children ◽  
School Day

scholarly journals Effect of a 12-Week Summer Break on School Day Physical Activity and Health-Related Fitness in Low-Income Children from CSPAP Schools

2017 ◽  
Vol 2017 ◽  
pp. 1-7 ◽  
Author(s):  
You Fu ◽  
Timothy A. Brusseau ◽  
James C. Hannon ◽  
Ryan D. Burns
Keyword(s):  
Physical Activity ◽  
Low Income ◽  
Mean Difference ◽  
Spring Semester ◽  
School Aged Children ◽  
Low Income Children ◽  
Cardiovascular Endurance ◽  
School Day ◽  
Health Related ◽  
Health Related Fitness

Background. The purpose of this study was to examine the effect of a 12-week summer break on school day physical activity and health-related fitness (HRF) in children from schools receiving a Comprehensive School Physical Activity Program (CSPAP). Methods. Participants were school-aged children (N=1,232; 624 girls and 608 boys; mean age=9.5±1.8 years) recruited from three low-income schools receiving a CSPAP. Physical activity and HRF levels were collected during the end of spring semester 2015 and again during the beginning of fall semester 2015. Physical activity was assessed using the Yamax DigiWalker CW600 pedometer. HRF measures consisted of body mass index (BMI) and the Progressive Aerobic Cardiovascular Endurance Run (PACER). Results. Results from a doubly MANCOVA analysis indicated that pedometer step counts decreased from 4,929 steps in the spring to 4,445 steps in the fall (mean difference = 484 steps; P<0.001; Cohen’s d = 0.30) and PACER laps decreased from 31.2 laps in the spring to 25.8 laps in the fall (mean difference = 5.4 laps; P<0.001; Cohen’s d = 0.33). Conclusions. Children from schools receiving a CSPAP intervention had lower levels of school day physical activity and cardiorespiratory endurance following a 12-week summer break.

The Impact Of Acute Bouts Of Two Types Of Physical Activity On Cognition In Elementary School-aged Children

2016 ◽  
Vol 48 ◽  
pp. 1049
Author(s):  
Ashlyn Schwartz ◽  
Aslynn Halvorson ◽  
Michael McClanahan ◽  
Gregory Grieco ◽  
Dawn Coe
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
School Aged Children ◽  
The Impact

Active School Lesson Breaks Increase Daily Vigorous Physical Activity, but Not Daily Moderate to Vigorous Physical Activity in Elementary School Boys

2017 ◽  
Vol 29 (1) ◽  
pp. 145-152 ◽  
Author(s):  
Andrew N. Wilson ◽  
Timothy Olds ◽  
Kurt Lushington ◽  
Somayeh Parvazian ◽  
James Dollman
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Elementary School Students ◽  
Vigorous Physical Activity ◽  
Classroom Behaviors ◽  
School Students ◽  
Type Method ◽  
Modest Increase ◽  
School Day ◽  
And Control

Purpose:Brief classroom-based episodes of physical activity (active lesson breaks, ALBs) have improved schoolchildren’s classroom behaviors in some studies, and may also increase the likelihood of children meeting the recommended daily minutes of moderate to vigorous physical activity (MVPA). However, there is emerging evidence that increases in physical activity at particular times of the day may lead to compensatory declines at other times. This study explored evidence for compensatory declines in response to a 10 min ALB during the school day.Method:Thirty-eight 12-year-old boys from a single elementary school completed intervention and control conditions in a cross-over design, with each phase lasting one week. The intervention consisted of a single 10-min active lesson break delivered on each of three days in the intervention week. Twenty-four hour accelerometry was used to quantify moderate and vigorous physical activity.Results:ALBs increased in-school MVPA by 5.8 min (p < .0001), but overall daily MVPA was similar between intervention and control conditions (77.2 vs 77.4 min/d, p > .05), However, vigorous physical activity increased significantly over the whole day (11.2 vs 8.9 min, p = .0006).Conclusion:A brief episode of classroom-based play led to a modest increase in vigorous physical activity in elementary school students, but did not increase MVPA across the day.

scholarly journals Physical Activity and Screen-Time Viewing Among Elementary School–Aged Children in the United States From 2009 to 2010

2013 ◽  
Vol 167 (3) ◽  
pp. 223 ◽  
Author(s):  
Tala H. I. Fakhouri ◽  
Jeffery P. Hughes ◽  
Debra J. Brody ◽  
Brian K. Kit ◽  
Cynthia L. Ogden
Keyword(s):  
Physical Activity ◽  
United States ◽  
Elementary School ◽  
Screen Time ◽  
The United States ◽  
School Aged Children

Effect of Comprehensive School Physical Activity Programming on Cardiometabolic Health Markers in Children From Low-Income Schools

2017 ◽  
Vol 14 (9) ◽  
pp. 671-676 ◽  
Author(s):  
Ryan D. Burns ◽  
Timothy A. Brusseau ◽  
James C. Hannon
Keyword(s):  
Physical Activity ◽  
Low Income ◽  
Grade Level ◽  
Hdl Cholesterol ◽  
Sixth Grade ◽  
Comprehensive School ◽  
School Level ◽  
Cardiometabolic Health ◽  
School Aged Children ◽  
Physical Activity Programming

Background:The purpose of this study was to examine the effect of a 36-week Comprehensive School Physical Activity Program (CSPAP) on cardiometabolic health markers in children from low-income schools.Methods:Participants were 217 school-aged children (mean age = 10.1 ± 1.1 years; 114 girls, 103 boys) recruited from 5 low-income elementary schools. Cardiometabolic health markers were collected in a fasted state at 2 time-points, before commencement of the CSPAP for classroom and school level clustering and the modifying effects of grade level and sex, there were statistically significant improvements in HDL cholesterol (Δ = 3.6 mg/dL, 95% CI: 1.4 mg/dL to 5.8 mg/dL, P = .039), triglycerides (Δ = –14.1 mg/dL, 95% CI: –21.4 mg/dL to –6.8 mg/dL, P = .022), and mean arterial pressure (Δ = –4.3 mmHg, 95% CI: –8.5 mmHg to –0.1 mmHg, P = .041) following the 36-week CSPAP intervention. Sixth-grade children showed decreases in LDL cholesterol (Δ = –15.3 mg/dL, 95% CI: –30.5 mg/dL to –0.1 mg/dL, P = .033).Conclusions:Improvements in specific cardiometabolic health markers were found following a 36-week CSPAP in children from low-income schools.

scholarly journals Standing Desks in a Grade 4 Classroom over the Full School Year

2019 ◽  
Vol 16 (19) ◽  
pp. 3590 ◽  
Author(s):  
Sharon Parry ◽  
Beatriz IR de Oliveira ◽  
Joanne A. McVeigh ◽  
Joyln Ee ◽  
Angela Jacques ◽  
...  
Keyword(s):  
Physical Activity ◽  
Repeated Measures ◽  
Sedentary Time ◽  
Sitting Time ◽  
Musculoskeletal Discomfort ◽  
Beneficial Effects ◽  
School Aged Children ◽  
School Year ◽  
Significant Difference ◽  
School Day

School-aged children are spending increasingly long periods of time engaged in sedentary activities such as sitting. Recent school-based studies have examined the intervention effects of introducing standing desks into the classroom in the short and medium term. The aim of this repeated-measures crossover design study was to assess the sit-stand behaviour, waking sedentary time and physical activity, and musculoskeletal discomfort at the start and the end of a full school year following the provision of standing desks into a Grade 4 classroom. Accelerometry and musculoskeletal discomfort were measured in both standing and traditional desk conditions at the start and at the end of the school year. At both time points, when students used a standing desk, there was an increase in standing time (17–26 min/school day) and a reduction in sitting time (17–40 min/school day). There was no significant difference in sit-stand behaviour during school hours or sedentary time and physical activity during waking hours between the start and the end of the school year. Students were less likely to report discomfort in the neck and shoulders when using a standing desk and this finding was consistent over the full school year. The beneficial effects of using a standing desk were maintained over the full school year, after the novelty of using a standing desk had worn off.

scholarly journals Elementary school classroom physical activity breaks: student, teacher, and facilitator perspectives

2019 ◽  
Vol 43 (2) ◽  
pp. 140-148 ◽  
Author(s):  
Nicole M. Mullins ◽  
Sara F. Michaliszyn ◽  
Natalie Kelly-Miller ◽  
Leanne Groll
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Teacher Perceptions ◽  
Elementary School Children ◽  
Science Students ◽  
Exercise Science ◽  
Physically Active ◽  
School Classroom ◽  
School Day ◽  
Student And Teacher Perceptions

Current physical activity (PA) guidelines recommend that children accumulate at least 60 min of PA each day, and that adults should collaborate across sectors to increase opportunities for PA. Implementing brief classroom PA breaks (CPABs) is one way to help increase daily PA. The primary purpose of this study was to determine perceptions of a 14-wk CPAB program among elementary school children, in the first through fourth grades ( n = 254), at a suburban elementary school, and their teachers ( n = 18). The CPAB program was implemented by university exercise science students, and student and teacher perceptions were assessed through surveys. The children reported that the CPABs were very fun (86%), provided them with a nice break during the school day (88%), were very good for their health (94%), helped them feel more ready to learn (71%), and learn better (50%). The teachers reported that the students really enjoyed the CPABs (100%), that encouraging students to be physically active was either very important (83%) or important (17%), and that they were either very confident (72%) or confident (28%) that they themselves could lead the CPABs. No teacher reported that the CPABs hindered classroom learning. CPABs appear to be enjoyable to both students and teachers, easy to administer, and supportive of learning. Recommendations for improvements within the present collaboration were minimal and could be easily addressed with firmer entrenchment of the program. This collaboration was beneficial and fun for the vast majority involved, and others are urged to implement similar programs.

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