Dataset Information

Effects of a physical education intervention on children's physical activity and fitness: the PROFIT pilot study.

ABSTRACT:

Background

Physical education classes are widely accepted as one of the most effective settings for promoting physical activity and health and have often been used to implement physical activity interventions. The aim of this pilot study was to test a physical education intervention program on physical activity levels and physical fitness in a sample of school-age children.

Methods

Participants were a convenience sample of 50 children (34 experimental group and 16 in the comparative group) aged between 6 and 11 years old (Mean = 8.28 years). A 21-week intervention was implemented, consisting of high-intensity and physical fitness-focused exercises, in addition to a once-a-month extra class nutritional education. The following variables were evaluated before and post-intervention: physical fitness, sedentary behavior (SB), light physical activity (LPA), moderate physical activity (MVA), and vigorous physical activity (VPA). Propensity score analyses calculated the average treatment effect on the treated (ATET) within a quasi-experimental framework.

Results

Physical fitness variables showed improvements after the intervention, specifically for agility (ATET = -0.67 s; p < 0.001), cardiorespiratory fitness (ATET = 89.27 m; p = 0.045), lower limbs power (ATET = 4.47 centimeters; p = 0.025), and speed (ATET = -1.06 s; p < 0.001). For physical activity and SB levels, there were no improvements after intervention implementation.

Conclusion

The intervention program showed preliminary effectiveness to improve physical fitness of children, but not SB nor physical activity.

SUBMITTER: Reis LN

PROVIDER: S-EPMC10807217 | biostudies-literature | 2024 Jan

REPOSITORIES: biostudies-literature

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Publications

Effects of a physical education intervention on children's physical activity and fitness: the PROFIT pilot study.

Reis Luiza Naujorks LN Reuter Cézane Priscila CP Burns Ryan Donald RD Martins Clarice Maria de Lucena CML Mota Jorge J Gaya Adroaldo Cezar Araujo ACA Silveira João Francisco de Castro JFC Gaya Anelise Reis AR

BMC pediatrics 20240124 1

<h4>Background</h4>Physical education classes are widely accepted as one of the most effective settings for promoting physical activity and health and have often been used to implement physical activity interventions. The aim of this pilot study was to test a physical education intervention program on physical activity levels and physical fitness in a sample of school-age children.<h4>Methods</h4>Participants were a convenience sample of 50 children (34 experimental group and 16 in the comparati ...[more]

PMID: 38267928

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Project description:Background: Physical activity (PA) interventions are limited in number and reach for youth with physical disabilities (YPD) who experience systemic barriers that may preclude their in-person participation. Further, a lack of theory in the development and evaluation of PA interventions impedes our understanding and replication of active components of behavior change. These limitations pose challenges in the effective promotion of PA in YPD. Theory-based and more inclusive methods of PA intervention delivery must be explored in our efforts to promote PA and overall health in YPD. Methods: A pilot study was conducted to evaluate the feasibility and outcomes of an online, 4-week social cognitive theory-based PA intervention for YPD. Intervention feasibility (implementation fidelity, intervention compliance, and intervention acceptability) was evaluated through manual documentation, weekly feedback questionnaires, and open-ended feedback at 1-month post-intervention. Targeted social cognitive (outcome expectations, self-efficacy [task, self-regulatory, barrier] and self-regulation) and PA behavior outcomes were self-reported at baseline and 1-week and 1-month post-intervention. Results: Sixteen YPD (Mage = 17.4 ± 2.7 years, 69% female) completed the study. Intervention feasibility was supported by high implementation fidelity (100%), high intervention compliance (>90%), and positive ratings on indicators of acceptability for all weeks of the intervention (weekly feedback questionnaire means ranging from 5.74 to 6.19 out of 7). Through open-ended feedback, participants indicated the intervention was easy to use and understand, favorably shifted their self-awareness and personal meaning of PA, and provided value and potential for future use pertaining to the learned self-regulation skills and strategies. Participants also provided formatting and content recommendations for intervention improvement. Repeated measures ANOVAs showed significant and large effect sizes for changes in participants' task (p = 0.01, n 2 p = 0.28) and barrier (p = 0.02, n 2 p = 0.24) self-efficacy, goal-setting and planning and scheduling behaviors (ps < 0.001, n 2 ps = 0.42), and self-reported PA behavior (p = 0.02, n 2 p = 0.26). Conclusions: An online PA intervention for YPD is feasible and may offer potential benefit through the enhancement of self-efficacy, self-regulation, and PA behavior. Continued research is necessary to understand the efficacy and longer-term outcomes of online, theory-based interventions for YPD as a PA promotion strategy.

Dataset Information

Effects of a physical education intervention on children's physical activity and fitness: the PROFIT pilot study.

Background

Methods

Results

Conclusion

Publications

Effects of a physical education intervention on children's physical activity and fitness: the PROFIT pilot study.

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