scholarly journals A Coordinated Comprehensive Professional Development Training’s Effect on Summer Day Camp Staff Healthy Eating and Physical Activity Promoting Behaviors

2014 ◽  
Vol 11 (6) ◽  
pp. 1170-1178 ◽  
Author(s):  
R. Glenn Weaver ◽  
Michael W. Beets ◽  
Ruth P. Saunders ◽  
Aaron Beighle
Keyword(s):  
Physical Activity ◽  
Professional Development ◽  
Healthy Eating ◽  
Vigorous Physical Activity ◽  
Control Group ◽  
Systematic Observation ◽  
Type Method ◽  
Observation Instruments ◽  
Professional Development Training ◽  
Children’S Physical Activity

Background:The YMCA of USA recently adopted Healthy Eating and Physical Activity (HEPA) Standards for their summerday- camps (SDCs). Standards call for staff to exhibit HEPA promoting behaviors while eliminating HEPA discouraging behaviors. No studies have evaluated training programs to influence policy specified staff behaviors and related changes in child activity in SDCs.Method:Four YMCA SDCs serving approximately 800 children/week participated in this no control group pre/post pilot study. Professional development training founded in the 5 Ms (Mission, Model, Manage, Monitor, Maximize) and LET US Play principles (lines; elimination; team size; uninvolved staff/kids; and space, equipment, and rules) was delivered to staff. Outcomes were staff promotion behaviors and child activity assessed via systematic observation instruments.Results:Twelve of 17 HEPA staff behaviors changed in the appropriate direction from baseline to postassessment with 5 behaviors reaching statistically significant changes. The percentage of girls and boys observed in moderate-to-vigorous physical activity increased from 15.3% to 18.3% (P > .05) and 17.9% to 21.2%, whereas sedentary behavior decreased from 66.8% to 59.8% and 62.3% to 53.6%, respectively.Conclusion:Evidence suggests that the professional development training designed to assist SDCs to meet the HEPA Standards can lead to important changes in staff behaviors and children’s physical activity.

scholarly journals Evaluation of a Walking-Track Intervention to Increase Children’s Physical Activity during Primary School Break Times

Children ◽  
2018 ◽  
Vol 5 (10) ◽  
pp. 135
Author(s):  
Emma Powell ◽  
Lorayne Woodfield ◽  
Alexander Powell ◽  
Alan Nevill ◽  
Tony Myers
Keyword(s):  
Physical Activity ◽  
Vigorous Physical Activity ◽  
Structured Interview ◽  
Systematic Observation ◽  
Daily Routines ◽  
Mixed Method Design ◽  
School Playgrounds ◽  
Recommended Guidelines ◽  
Children’S Physical Activity

Despite the known benefits of engaging in daily moderate to vigorous physical activity (MVPA), only 22% of children in England are meeting the recommended guidelines. School break times have been advocated as a key part of children’s daily routines in which their MVPA can be increased. The main aim of this study was to evaluate the effect of installing a walking-track on children’s MVPA during school break times. A mixed method design was employed which allowed for the quantitative measurement of children’s PA at three time points (baseline, mid-intervention (1–5 weeks) and follow-up (6–9 weeks)), using pedometers (n = 81, 5–9 years) and systematic observation (n = 23, 7–9 years). A semi-structured interview (n = 1) was also conducted at 10 weeks’ follow-up. The installation of the walking-track was grounded in a unique set of theoretical constructs to aid the behaviour change of the teachers. Short term positive increases in girls’ and boys’ MVPA and longer term increases in boys’ vigorous PA (VPA) were found. Qualitative data highlighted that boys dominated the walking-track and the inconsistent behaviour of school staff negatively impacted upon children’s MVPA. A set of principles to guide the installment of walking-tracks in school playgrounds are recommended.

Identifying and Quantifying the Unintended Variability in Common Systematic Observation Instruments to Measure Youth Physical Activity

2018 ◽  
Vol 15 (9) ◽  
pp. 651-660 ◽  
Author(s):  
Robert G. Weaver ◽  
Aaron Beighle ◽  
Heather Erwin ◽  
Michelle Whitfield ◽  
Michael W. Beets ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Absolute Difference ◽  
Systematic Observation ◽  
Instruction Time ◽  
Observation Instruments ◽  
Multistep Process ◽  
Group 2 ◽  
Child Observation

Background: Direct observation protocols may introduce variability in physical activity estimates. Methods: Thirty-five physical education lessons were video recorded and coded using the System for Observing Fitness Instruction Time (SOFIT). A multistep process examined variability in moderate to vigorous physical activity (MVPA%; walking + vigorous/total scans). Initially, per-SOFIT protocol MVPA% (MVPA%SOFIT) estimates were produced for each lesson. Second, true MVPA% (mean MVPA% of all students using all observations, MVPA%true) estimates were calculated. Third, MVPA% (MVPA%perm) was calculated based on all permutations of students and observation order. Fourth, physical education lessons were divided into 2 groups with 5 lessons from each group randomly selected 10,000 times. Group MVPA%perm differences between the 10 selected lessons were compared with the MVPA%true difference between group 1 and group 2. Results: Across all lessons, 10,212,600 permutations were possible (average 291,789 combinations per lesson; range = 73,440–570,024). Across lessons, the average absolute difference between MVPA%true and MVPA%SOFIT estimates was ±4.8% (range = 0.1%–17.5%). Permutations, based on students selected and observation order, indicated that the mean range of MVPA%perm estimates was 41.6% within a lesson (range = 29.8%–55.9%). Differences in MVPA% estimates between the randomly selected groups of lessons varied by 32.0%. Conclusion: MVPA% estimates from focal child observation should be interpreted with caution.

scholarly journals A Ban on Smartphone Usage during Recess Increased Children’s Physical Activity

2021 ◽  
Vol 18 (4) ◽  
pp. 1907
Author(s):  
Charlotte Skau Pawlowski ◽  
Jonas Vestergaard Nielsen ◽  
Tanja Schmidt
Keyword(s):  
Physical Activity ◽  
Odds Ratio ◽  
Vigorous Physical Activity ◽  
Systematic Observation ◽  
The Everyday ◽  
School Recess ◽  
The Mean ◽  
Key Barrier ◽  
Children’S Physical Activity

School recess provides a unique opportunity for children to be active. However, many children perceive smartphones as a key barrier for engaging in physical activity during recess. The aim was to investigate if a ban on smartphone usage during recess changed children’s physical activity. During August–October 2020, children from grades 4–7 (10–14 years) at six Danish schools were banned from using their smartphones during recess for a four-week period. Questionnaire and systematic observation (SOPLAY) data were collected from 814 children before intervention (baseline) and 828 during the last week of intervention (follow-up). The mean frequency of physical activity significantly increased from baseline to follow-up (odds ratio = 1.370), as did physical activity on a moderate level (odds ratio = 1.387). Vigorous physical activity significantly decreased (odds ratio = 0.851). The increase in physical activity was found among both schools having outdoor and indoor recess, among both boys and girls, and nearly equally among grades 4–7. This suggests that implementing a ban on smartphone usage during recess would improve the everyday conditions for health among a broad range of schoolchildren. Future studies are needed to further investigate the association between recess physical activity and smartphone usage.

Convergent Validity of a Piezoelectric Pedometer and an Omnidirectional Accelerometer for Measuring Children’s Physical Activity

2011 ◽  
Vol 23 (3) ◽  
pp. 399-410 ◽  
Author(s):  
Scott Duncan ◽  
Kate White ◽  
Losi Sa’ulilo ◽  
Grant Schofield
Keyword(s):  
Physical Activity ◽  
Convergent Validity ◽  
Vigorous Physical Activity ◽  
Limits Of Agreement ◽  
Metabolic Equivalent ◽  
Low Level ◽  
School Day ◽  
Level 3 ◽  
Equivalent Test ◽  
Children’S Physical Activity

The aim of this study was to assess the convergent validity of a new piezoelectric pedometer and an omnidirectional accelerometer for assessing children’s time spent in moderate to vigorous physical activity (MVPA). A total of 114 children (51 boys, 63 girls) aged 5–11 years wore a sealed NL-1000 piezoelectric pedometer (New Lifestyles Inc, Lee’s Summit, MO) and an Actical accelerometer (Mini Mitter, Bend, OR) over one school day. The NL-1000 pedometers were randomized to one of two manual intensity thresholds used to define MVPA (1): Level 3 = 2.9 metabolic equivalent test (MET) and (2) Level 4 = 3.6 MET. Compared with the Actical, the NL-1000 underestimated the time spent in MVPA by 37% and 45% at intensity levels 3 and 4, respectively. In addition, the 95% limits of agreement were wide at both intensity levels (level 3 = -144%, 70%; level 4 = -135%, 45%), indicating a low level of precision.

scholarly journals Effect of Linear and Nonlinear Pedagogy Physical Education Interventions on Children’s Physical Activity: A Cluster Randomized Controlled Trial (SAMPLE-PE)

Children ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 49
Author(s):  
Matteo Crotti ◽  
James R. Rudd ◽  
Simon Roberts ◽  
Lynne M. Boddy ◽  
Katie Fitton Davies ◽  
...  
Keyword(s):  
Physical Activity ◽  
Randomized Controlled Trial ◽  
Physical Education ◽  
Primary Schools ◽  
Controlled Trial ◽  
Control Group ◽  
Usual Practice ◽  
Randomized Controlled ◽  
Children’S Physical Activity ◽  
Pedagogical Approaches

Background: School-based interventions are a key opportunity to improve children’s physical activity (PA); however, there is lack of evidence about how pedagogical approaches to motor learning in physical education (PE) might affect PA in children. Therefore, this study aimed to assess how different pedagogical approaches in PE might affect children’s PA. Methods: Participants (n = 360, 5–6 years) from 12 primary schools within the SAMPLE-PE randomized controlled trial were randomly allocated to either Linear Pedagogy (LP: n = 3) or Nonlinear Pedagogy (NP: n = 3) interventions, where schools received a 15-week PE intervention delivered by trained coaches, or to a control group (n = 6), where schools followed usual practice. ActiGraph GT9X accelerometers were used to assess PA metrics (moderate-to-vigorous PA, mean raw acceleration and lowest acceleration over the most active hour and half hour) over whole and segmented weeks at baseline, immediately post-intervention and 6 months follow-up. Intention to treat analysis employing multilevel modelling was used to assess intervention effects. Results: LP and NP interventions did not significantly affect children’s PA levels compared to the control group. Conclusion: PE interventions based on LP and NP alone might not be effective in improving habitual PA in children.

scholarly journals Long-Term and Transfer Effects of an Action Control Intervention in Overweight Couples: A Randomized Controlled Trial Using Text Messages

2021 ◽  
Vol 12 ◽  
Author(s):  
Corina Berli ◽  
Urte Scholz
Keyword(s):  
Physical Activity ◽  
Physical Fitness ◽  
Text Messaging ◽  
Vigorous Physical Activity ◽  
Action Control ◽  
Text Messages ◽  
Control Group ◽  
Transfer Effects ◽  
Control Intervention

Keeping a physically active lifestyle requires consistent self-regulatory effort such as action control (e.g., continuously monitoring and evaluating a behavior in terms of one’s goals). Involving the romantic partner in interventions might be particularly effective in the long run. The present study examined the long-term and transfer effects of an action control intervention in couples using text messaging for promoting target persons’ and partners’ physical activity, anthropometric measures and physical fitness 6 months post baseline. A total of 121 overweight and obese romantic couples, randomly allocated to an intervention (n = 60; information + action control text messages) or a control group (n = 61; information only) and to participating as target person or partner, completed baseline assessments (T1). 100 couples (82.6%) completed the 6-month follow-up (T3) assessment. Primary outcomes included self-reported moderate-to-vigorous physical activity (MVPA) and objective MVPA and MVPA adherence using triaxial accelerometers across a diary period of 14 days after T3. Secondary outcomes included BMI, waist-to-hip circumference and physical fitness (target persons only) using a submaximal aerobic cycle test. At T3, there were no significant between-group differences between target persons and partners with regard to their objective MVPA, self-reported MVPA, BMI, waist-hip ratio or physical fitness. No significant changes in outcomes were observed from T1 to T3; however, changes in BMI from T1 to T3 between target persons and partners in the intervention group were associated. Overall, the brief 14-days action control intervention was not effective in improving target person’s physical activity, body measures and physical fitness in the long-term. Moreover, no long-term benefits for partners emerged. While brief ecological momentary interventions might be a promising tool for short-term effects, future studies are needed to test features enhancing long-term effectiveness. Associations in romantic partners’ changes suggest that dyadic interventions can be a promising approach, as changes induced in one partner may then transfer over to the other (controlled-trials.com ISRCTN15705531).

scholarly journals The Effects of Aerobic Versus Cognitively Demanding Exercise Interventions on Executive Functioning in School-Aged Children: A Cluster-Randomized Controlled Trial

2020 ◽  
pp. 1-13
Author(s):  
Anna Meijer ◽  
Marsh Königs ◽  
Irene M.J. van der Fels ◽  
Chris Visscher ◽  
Roel J. Bosker ◽  
...  
Keyword(s):  
Physical Activity ◽  
Randomized Controlled Trial ◽  
Executive Functioning ◽  
Exercise Intervention ◽  
Controlled Trial ◽  
Vigorous Physical Activity ◽  
Verbal Working Memory ◽  
Control Group ◽  
Exercise Interventions ◽  
Randomized Controlled

The authors performed a clustered randomized controlled trial to investigate the effects of an aerobic and a cognitively demanding exercise intervention on executive functions in primary-school-age children compared with the regular physical education program (N = 856). They hypothesized that both exercise interventions would facilitate executive functioning, with stronger effects for the cognitively demanding exercise group. The interventions were provided four times per week for 14 weeks. Linear mixed models were conducted on posttest neurocognitive function measures with baseline level as covariate. No differences were found between the exercise interventions and the control group for any of the measures. Independently of group, dose of moderate to vigorous physical activity was positively related to verbal working memory and attention abilities. This study showed that physical exercise interventions did not enhance executive functioning in children. Exposure to moderate to vigorous physical activity is a crucial aspect of the relationship between physical activity and executive functioning.

scholarly journals Impact of parents’ physical activity on preschool children’s physical activity: a cross-sectional study

PeerJ ◽  
2018 ◽  
Vol 6 ◽  
pp. e4405 ◽  
Author(s):  
Chang Xu ◽  
Minghui Quan ◽  
Hanbin Zhang ◽  
Chenglin Zhou ◽  
PeiJie Chen
Keyword(s):  
Physical Activity ◽  
Sedentary Behavior ◽  
Vigorous Physical Activity ◽  
Cross Sectional Study ◽  
Maternal Influence ◽  
Activity Levels ◽  
Cross Sectional ◽  
Physical Activity Levels ◽  
Paternal Influence ◽  
Children’S Physical Activity

Purpose This study examined the associations of physical activity levels between parents and their pre-school children based on gender and weekday/weekend. Method A total of 247 parent-preschool child triads from Shanghai, China were analyzed. The children had a mean age of 57.5 ± 5.2 months. Both sedentary behavior and physical activity were measured in all participants using an ActiGraph GT3X+ accelerometer over seven consecutive days from Monday through the following Sunday. A multivariate regression model was derived to identify significant relationships between parental and child physical activity according to gender and weekday/weekend. Results There was a significant correlation between mothers’ and girls’ moderate-to-vigorous physical activity (MVPA) and total physical activity (TPA) on weekdays. Fathers’ MPVA levels correlated significantly with those of boys and girls, with paternal influence appearing to be stronger than maternal influence. However, there was not a significant correlation between fathers’ and children’s TPA. TPA levels of both mothers and fathers correlated with those of girls, but not with those of boys. Parental sedentary levels on the weekend correlated significantly with girls’ levels, but not with boys’ levels. Children’s physical activity levels on weekends were influenced more by fathers’ activity levels than by mothers’, while the opposite was observed on weekdays. Conclusion Sedentary behavior and physical activity levels of parents can strongly influence those of their preschool children, with maternal influence stronger during the weekdays and paternal influence stronger on the weekends. Parents’ activity levels influence girls’ levels more strongly than they influence boys’ levels.

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.

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