Teacher vs. remotely delivered classroom physical activity breaks

教师与远程课堂体育活动休息

• 批准号: 10117225
• 负责人: Joseph E. Donnelly
• 金额: $ 64.46万
• 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 2023-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10117225
• 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/摘要 只有43%的美国儿童，年龄6 - 11岁，满足当前中度到剧烈的身体活动（MVPA， 4-6 MET，300 min/wk。）指南疾病预防控制中心与健康与物理学会合作， 教育工作者，建议综合学校体育活动计划（CSPAP），其目标是身体 教育（体育），在学校之前，期间和之后，工作人员，家庭和社区参与增加 中度至剧烈的体力活动（MVPA）的儿童。然而，CSPAP的影响程度 MVPA的方法充其量是小到中等。缺乏有效性的部分原因可能是成本和 执行这一复杂战略的困难，以及PE时间减少的趋势，这是一个 CSPAP方法的基石。为了满足学校健康政策的MVPA要求，学校 已经将课堂MVPA，以活动休息的形式，或MVPA融入学术课程。 然而，调查数据显示，美国只有22%的小学使用活动休息时间， 最小/天MVPA。我们完成了两个，三个学术年。整群随机试验（DK61489、DK85317）， 包括在课堂上增加MVPA，我们称之为“跨课程的身体活动”（PAAC）。 小学教师接受培训，提供两个10分钟的学术课程， 在基线时，对2年级和3年级的学生进行为期3年的每天MVPA。PAAC学校3年制教师 约60分钟/周。(12 min/day）。虽然低于我们的MVPA目标（20分钟/天），但12分钟/天 达到的MVPA为学校日推荐的30分钟MVPA的40%，且≥ MVPA 在3个典型的体育课/周交付。因此，赔偿评定总署的做法表明， 大幅度增加了MVPA小学的在校人数。教师不愿投入额外的时间 开发和整合体育活动课程到他们的课程是压倒性的障碍，以满足 MVPA目标因此，为了减少课堂MVPA交付的障碍，我们开发了一系列预- 记录的活动休息（PAAC-R，约10分钟MVPA），由经验丰富的体育教育工作者进行，可以 通过互联网远程传送到教室，并在平面屏幕上显示。的结果 最近完成了为期4周的试点试验，在3所小学教室（年级2，3，4）使用这些远程 提供的活动中断表明，100%的会话中实现了10分钟的MVPA（加速度计）， 二年级和三年级，四年级的课程占97.5%。建议3学年。整群随机试验（2 多岁积极干预，1年。后续行动）将比较 （PAAC-R）和课堂教师提供（PAAC-T）活动休息，以增加课堂MVPA， 基线为2年级和3年级的小学生，将升入4 - 5年级。