Understanding the Impact of School-Based Physical Activity Programs

了解学校体育活动计划的影响

• 批准号: 8931794
• 负责人: Jennifer Sacheck
• 金额: $ 62.61万
• 依托单位: TUFTS UNIVERSITY BOSTON
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-22 至 2018-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8931794
• 关键词: Academic achievement; Acceleration; Address; American; Award; Budgets; Child; Collaborations; Disadvantaged; Environment; Ethnic Origin; Gender; Grant; Guidelines; Health; Health Benefit; Institute of Medicine (U.S.); Massachusetts; Mediating; Mental Health; Modeling; Obesity; Outcome; Outcome Study; Physical Education; Physical activity; Play; Policies; Positioning Attribute; Race; Randomized Controlled Trials; Recommendation; Recording of previous events; Relative (related person); Research; Research Infrastructure; Running; School-Age Population; Schools; Socioeconomic Status; Testing; Time; Walking; Weight; base; cognitive performance; elementary school; falls; fourth grade; health disparity; improved; innovation; interest; low socioeconomic status; obesity in children; obesity prevention; physical conditioning; programs; public health relevance; scale up; socioeconomics; success; teacher; third grade

DESCRIPTION (provided by applicant): Moderate-to-vigorous physical activity (MVPA) is associated with a multitude of physical and mental health benefits, yet fewer than half of school-aged children achieve the recommended 60 minutes of daily MVPA. Only 12 percent of states mandate the Institute of Medicine's (IOM) recommendation of 150 minutes of physical education per week at the elementary level, despite a positive association between MVPA and academic achievement. Further, disparities in physical activity (PA)-supporting policies, activities, and environments between lower-socioeconomic status (SES) schools compared to higher-SES schools, may result in even fewer minutes of school-time MVPA for lower-SES children. Adaptable and scalable school-based PA programs are needed to address disparities in PA opportunities available to underserved schoolchildren in socioeconomically disadvantaged and racially diverse school districts. In the fall of 2013, the Active Schools Acceleration Project (ASAP) provided 700 U.S. elementary schools with micro-grants to implement award winning school-based PA programs during the 2013-2014 school year, either 1) The 100 Mile Club, a walking and running program offered throughout the school day, or 2) Just Move, a classroom-based PA break program. In the 2014-2015 school year, these programs will be further expanded nationwide; however their impact on increased MVPA and academic success among underserved children has yet to be rigorously evaluated. The overall objective of this application is to examine the impact of two PA programs implemented in elementary schools, 100 Mile Club and Just Move, on physical activity engagement and academic success in underserved schoolchildren in a randomized controlled study. Outcomes of interest include school-time and total daily MVPA, cognitive performance, and academic achievement. We will further examine child-level correlates of PA program participation and school-level correlates of program reach. We propose to assess these outcomes by studying children in schools implementing either 100 Mile Club (n=7) or Just Move (n=7) compared to control schools (n=7) within underserved school districts with high obesity rates in Massachusetts. Outcomes will be assessed at 5 months and 1.5 years using accelerometry, a standardized cognitive performance assessment, and standardized test scores. This randomized and controlled study will answer the important question of whether school-based PA programs are an effective strategy to improve daily MVPA and academic success among underserved schoolchildren.

描述（由申请人提供）：中度到剧烈的体力活动（MVPA）与多种身心健康益处相关，但只有不到一半的学龄儿童达到推荐的每日60分钟MVPA。只有12%的州要求医学研究所（IOM）建议在小学阶段每周进行150分钟的体育教育，尽管MVPA与学业成绩之间存在正相关。此外，体育活动（PA）支持政策，活动和环境之间的差距较低的社会经济地位（SES）的学校相比，较高的SES学校，可能会导致更少分钟的学校时间MVPA较低的SES儿童。适应性和可扩展的以学校为基础的PA计划，需要解决在PA的机会提供给在社会经济上处于不利地位的和种族多元化的学区服务不足的学童的差距。2013年秋季，活跃学校加速项目（ASAP）为700所美国小学提供了小额赠款，以在2013-2014学年实施屡获殊荣的校本PA计划，要么1）100英里俱乐部，一个在整个上学日提供的步行和跑步计划，要么2）Just Move，一个基于课堂的PA休息计划。在2014-2015学年，这些方案将在全国范围内进一步扩大;然而，它们对提高最低职业教育补助金和服务不足儿童的学业成功的影响还有待严格评估。本申请的总体目标是研究在小学实施的两个PA计划，100英里俱乐部和只是移动，在一项随机对照研究中，对身体活动参与和学业成功的服务不足的学童的影响。感兴趣的结果包括在校时间和每日总MVPA，认知表现和学业成绩。我们将进一步研究儿童层面的PA计划参与和学校层面的相关程序的覆盖面。我们建议通过研究在马萨诸塞州肥胖率高的服务不足学区内实施100英里俱乐部（n=7）或Just Move（n = 7）的学校与对照学校（n=7）的儿童来评估这些结果。将在5个月和1.5年时使用加速度计、标准化认知表现评估和标准化测试成绩来评估结果。这项随机对照研究将回答一个重要的问题，即以学校为基础的PA计划是否是一种有效的策略，以提高日常MVPA和学业成就的服务不足的学童。