Teacher vs. remotely delivered classroom physical activity breaks

教师与远程课堂体育活动休息

• 批准号: 10352436
• 负责人: Joseph E. Donnelly
• 金额: $ 57.8万
• 依托单位: UNIVERSITY OF KANSAS MEDICAL CENTER
• 依托单位国家: 美国
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-04-01 至 2024-02-29
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10352436
• 关键词: Accelerometer; Administrator; Age; Body mass index; Centers for Disease Control and Prevention (U.S.); Characteristics; Child; Cluster randomized trial; Collaborations; Complex; Data; Data Set; Educational Curriculum; Effectiveness; Evaluation; Exercise; Family; Focus Groups; Goals; Group Structure; Guidelines; Health; Health Policy; Internet; Intervention; Interview; Modeling; Monitor; Physical Education; Physical activity; Policies; Randomized; Rural; Schools; Self Efficacy; Sensitivity Training Groups; Series; Services; Societies; Students; Surveys; Time; Training; base; cardiovascular fitness; community involvement; compare effectiveness; cost; cost effective; elementary school; experience; follow-up; fourth grade; group intervention; health practice; meetings; minority student; moderate-to-vigorous physical activity; pedometer; pilot trial; preference; programs; remote delivery; school health; sedentary; sex; teacher; trend; waist circumference

7. Project Summary/Abstract Only 43% of children in the U.S., ages 6-11 yrs., meet current moderate-to-vigorous physical activity (MVPA, 4-6 METs, 300 min/wk.) guidelines. The CDC, in collaboration with the Society for Health and Physical Educators, recommends Comprehensive School Physical Activity Programs (CSPAP), which target physical education (PE), PA before, during and after school, staff, and family and community involvement to increase moderate-to-vigorous physical activity (MVPA) in children. However, the magnitude of the effect of the CSPAP approach on MVPA is small to moderate at best. The lack of effectiveness may be due in part to the cost and difficulty of implementing this complex strategy, and the trend towards decreasing time for PE, which is a cornerstone of the CSPAP approach. To satisfy MVPA requirements of School Wellness Policies, schools have incorporated classroom MVPA, in the form of activity breaks, or MVPA integrated into academic lessons. However, survey data indicates only ~22% of elementary schools in the U.S. use activity breaks with ~10 min/day of MVPA. We completed two, 3 academic-yr. cluster randomized trials (DK61489, DK85317) which involved increasing MVPA in the classroom we called “Physical Activity Across the Curriculum” (PAAC). Elementary school classroom teachers were trained to deliver two, 10-min academic lessons incorporating MVPA each day over 3 yrs. to students in grades 2 and 3 at baseline. Across 3-yrs. teachers in PAAC schools delivered ~60 min/wk. (12 min/day) of MVPA. Although short of our MVPA goal (20 min/d), the 12 min/day achieved represents 40% of the recommended 30 min of MVPA during the school day, and is ≥ MVPA delivered in 3 typical PE classes/wk. Thus, the PAAC approach has demonstrated the potential for substantially increased in-school MVPA elementary schools. Teacher reluctance to devote additional time to develop and integrate physically active lessons into their curriculum was the overwhelming barrier to meeting the MVPA goal. Therefore, to reduce barriers to delivery of classroom MVPA we developed a series of pre- recorded activity breaks (PAAC-R, ~10 min MVPA), conducted by an experienced physical educator, that can be delivered remotely to classrooms via the internet and displayed on a flat screen monitor. Results from a recently completed 4-wk pilot trial in 3 elementary school classrooms (grades 2,3,4) using these remotely delivered activity breaks indicated 10 min of MVPA (accelerometer) was achieved in 100% of sessions in grades 2 and 3, and 97.5% of sessions in grade 4. The proposed 3 academic yr. cluster randomized trial (2 yrs. active intervention, 1 yr. follow-up) will compare the effectiveness and sustainability of remotely delivered (PAAC-R) and classroom teacher delivered (PAAC-T) activity breaks for increasing classroom MVPA in elementary school students in grades 2 and 3 at baseline who will progress to grades 4-5.

7. 项目总结/文摘

项目成果

Breakfast Intake and Composition Is Associated with Superior Academic Achievement in Elementary Schoolchildren.

• DOI: 10.1080/07315724.2015.1048381
• 发表时间: 2016-05
• 期刊: Journal of the American College of Nutrition
• 影响因子: 3.5
• 作者: Ptomey LT;Steger FL;Schubert MM;Lee J;Willis EA;Sullivan DK;Szabo-Reed AN;Washburn RA;Donnelly JE
• 通讯作者: Donnelly JE

Exploring the effectiveness of an 18-month weight management intervention in adults with Down syndrome using propensity score matching.

• DOI: 10.1111/jir.12713
• 发表时间: 2020-03
• 期刊: Journal of intellectual disability research : JIDR
• 作者: Ptomey LT;Willis EA;Sherman JR;White DA;Donnelly JE
• 通讯作者: Donnelly JE

Cognitive control in preadolescent children with risk factors for metabolic syndrome.

具有代谢综合征危险因素的青春期前儿童的认知控制。

• DOI: 10.1037/hea0000114
• 发表时间: 2015
• 期刊: Health psychology : official journal of the Division of Health Psychology, American Psychological Association
• 作者: Scudder,MarkR;Khan,NaimanA;Lambourne,Kate;Drollette,EricS;Herrmann,StephenD;Betts,JessicaL;Washburn,RichardA;Donnelly,JosephE;Hillman,CharlesH
• 通讯作者: Hillman,CharlesH

Aerobic capacity and cognitive control in elementary school-age children.

小学学龄儿童的有氧能力和认知控制。

• DOI: 10.1249/mss.0000000000000199
• 发表时间: 2014
• 期刊: Medicine and science in sports and exercise
• 影响因子: 4.1
• 作者: Scudder,MarkR;Lambourne,Kate;Drollette,EricS;Herrmann,StephenD;Washburn,RichardA;Donnelly,JosephE;Hillman,CharlesH
• 通讯作者: Hillman,CharlesH

Impact of Three Years of Classroom Physical Activity Bouts on Time-on-Task Behavior.

三年的课堂体育活动对任务时间行为的影响。

• DOI: 10.1249/mss.0000000000001346
• 发表时间: 2017
• 期刊: Medicine and science in sports and exercise
• 影响因子: 4.1
• 作者: Szabo-Reed,AmandaN;Willis,ErikA;Lee,Jaehoon;Hillman,CharlesH;Washburn,RichardA;Donnelly,JosephE
• 通讯作者: Donnelly,JosephE