Effect of a Low-Cost, Teacher-Directed Classroom Intervention on Elementary Students' Physical Activity
Effect of a Low-Cost, Teacher-Directed Classroom Intervention on Elementary Students' Physical Activity
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DOI：
10.1111/j.1746-1561.2011.00614.x
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发表时间：
2011-08-01
影响因子：
2.2
通讯作者：
Noland, Melody
中科院分区：
文献类型：
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作者：
Erwin, Heather E.;Beighle, Aaron;Noland, Melody
背景技术背景：有效的体育活动（PA）的干预措施是必要的青年，学校已被确定为这种参与的逻辑位置。该领域的专家和专业人士促进全面的学校PA计划，包括课堂PA。本研究的目的是确定一个低成本的，教师为导向的课堂为基础的干预对学校PA的小学children.METHODS：九个课堂教师提供了廉价的课程和培训，实施和指导PA休息（2 × 30分钟的培训课程）的效果。鼓励教师在培训后每天进行1次活动休息。106名小学生在学年期间的3个监测期（基线，随访，随访后）佩戴计步器长达12天，以评估干预的有效性和可持续性。教师自我报告的频率的活动breaks instructed.RESULTS：教师（n = 5）谁遵守了建议的1活动休息，每天有学生谁积累了类似的33%以上的平均学校步骤/天在后续（类似于1100）和后续（类似于1350）相比，控制。教师（n = 4）在干预谁不遵守1活动休息，每天的建议有学生积累类似的平均学校步骤/天作为controls.CONCLUSION：廉价，教师为导向的课堂为基础的PA干预措施可以有效地提高儿童的PA水平，如果教师实施1活动休息，每天。我们建议在课堂上推广每天1次活动休息的概念，作为全面的学校PA计划的一部分，包括高质量的体育教育，课间休息和课前/课后计划。
BACKGROUND: Effective physical activity (PA) interventions are warranted for youth, and schools have been identified as logical locations for such involvement. Experts and professionals in the field promote comprehensive school PA programs, including classroom PA. The purpose of this study was to determine the effect of a low-cost, teacher-directed classroom-based intervention on the school PA of elementary children.METHODS: Nine classroom teachers were provided inexpensive curricula and trained to implement and instruct PA breaks (2 x 30 minute training sessions). The teachers were encouraged to lead 1 activity break per day after the training. One hundred and six elementary students wore pedometers up to 12 days over 3 monitoring periods during the school year (baseline, follow-up, post follow-up) to assess the effectiveness and the sustainability of the intervention. The teachers self-reported the frequency of activity breaks instructed.RESULTS: The teachers (n = 5) who complied with the recommended 1 activity break per day had students who accrued similar to 33% more mean school steps/day at follow-up (similar to 1100) and post follow-up (similar to 1350) compared to controls. Teachers (n = 4) in the intervention who did not comply with the 1 activity break per day recommendation had students accrue similar mean school steps/day as controls.CONCLUSION: Inexpensive, teacher-directed classroom-based PA interventions can be effective in improving children's PA levels if teachers implement 1 activity break per school day. We recommend promoting the notion of 1 activity break per day in the classroom as part of a comprehensive school PA program that includes quality physical education, recess, and before/after school programs.