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A classroom-based physical activity intervention for urban kindergarten and first-grade students: a feasibility study.

ABSTRACT: Urban elementary schools in minority communities with high obesity prevalence may have limited resources for physical education (PE) to achieve daily activity recommendations. Little is known whether integrating physical activity (PA) into classrooms can increase activity levels of students attending such schools.We conducted a cluster randomized, controlled trial among kindergarten and first-grade students from four Bronx, New York, schools to determine feasibility and impact of a classroom-based intervention on students' PA levels. Students in two intervention schools received the Children's Hospital at Montefiore Joining Academics and Movement (CHAM JAM), an audio CD consisting of 10-minute, education-focused aerobic activities led by teachers three times a day. PA was objectively measured by pedometer. Each subject wore a sealed pedometer during the 6-hour school day for 5 consecutive days at baseline (Time 1) and 8 weeks postintervention (Time 2). Hierarchical linear models were fit to evaluate differences in mean number of steps between the two groups.A total of 988 students participated (intervention group, n=500; control group, n=488). There was no significant difference at baseline between the two groups on mean number of steps (2581 [standard deviation (SD), 1284] vs. 2476 [SD, 1180]; P=0.71). Eight weeks post-CHAM JAM, intervention group students took significantly greater mean number of steps than controls (2839 [SD, 1262] vs. 2545 [SD, 1153]; P=0.0048) after adjusting for baseline number of steps and other covariates (grade, gender, recess, and PE class). CHAM JAM was equally effective in gender, grade level, and BMI subgroups.CHAM JAM significantly increased school-based PA among kindergarten and first-grade students in inner-city schools. This approach holds promise as a cost-effective means to integrate the physical and cognitive benefits of PA into high-risk schools.

SUBMITTER: Reznik M

PROVIDER: S-EPMC4485880 | biostudies-literature | 2015 Jun

REPOSITORIES: biostudies-literature

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A classroom-based physical activity intervention for urban kindergarten and first-grade students: a feasibility study.

Reznik Marina M Wylie-Rosett Judith J Kim Mimi M Ozuah Philip O PO

Childhood obesity (Print) 20150306 3

<h4>Background</h4>Urban elementary schools in minority communities with high obesity prevalence may have limited resources for physical education (PE) to achieve daily activity recommendations. Little is known whether integrating physical activity (PA) into classrooms can increase activity levels of students attending such schools.<h4>Methods</h4>We conducted a cluster randomized, controlled trial among kindergarten and first-grade students from four Bronx, New York, schools to determine feasib ...[more]

PMID: 25747719

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Project description:Introduction Exercise identity has considerable evidence as a correlate of physical activity (PA), but almost no research has focused on intervention. Theory suggests identity may be formed through indirect means of motivated behaviour change over time or through direct targeting of identity related antecedents. Using a parallel, single blind design, the purpose of this study was to explore the feasibility (recruitment, retention, and satisfaction) of these two types of interventions (indirect, direct) to increase exercise identity and subsequent PA.Methods Participants between the ages of 18-25 who were not meeting PA guidelines were recruited from the University of Victoria, and randomized at a 1:1 ratio to an indirect or direct intervention group. The indirect intervention group received information on the benefits of PA and behaviour change techniques such as planning. The direct intervention group received the same information, with the addition of identity-specific information. Intervention materials were delivered bi-weekly for 6 weeks. Feasibility and participant satisfaction at the study end-point were assessed using mixed methods, and both PA change and exercise identity change were assessed via self-report.Results Twenty participants were randomized to the direct or indirect intervention group (10 each), with 18 participants completing full study protocol. The recruitment rate was 26% and retention was 90%. Mean scores from the satisfaction survey (five-point scale) were high for both groups (indirect M = 2.69, SD = 0.62; direct M = 2.83, SD = 0.40). Both intervention groups increased their PA (η2 = 0.25), and exercise identity levels (η2 = 0.43) across six weeks.Discussion High feasibility ratings, both through retention, and survey and interview data show that the study could be extended to a full-scale RCT. Modifications to recruitment including oversampling to account for low recruitment rates may be useful. No adverse events were reported.

Project description:BackgroundNo school-based physical activity (PA) interventions among older adolescents have demonstrated long-term effectiveness, and few of them so far have addressed sedentary behaviour (SB). Based on behavioural theories and evidence, we designed a multi-level intervention to increase PA and decrease SB among vocational school students. This study investigates feasibility and acceptability of two main intervention components and research procedures. We also examine uptake of behaviour change techniques (BCTs) by the participants.MethodsDesign was an outcome assessor blinded, cluster-randomised controlled trial. Four classes of students (matched pairs) were randomised into one intervention and one control arm. The intervention consisted of (1) a 6-h group-based intervention for students, (2) two 2-h training workshops to reduce their students' sitting in class for teachers, and (3) provision of light PA equipment in classrooms. At baseline (T1), mid-intervention (T2) at 3 weeks, post-intervention (T3) and 6 months after baseline (T4) we measured hypothesised psychosocial mediators and self-reported PA and sitting. Objective assessment of PA and SB (7-day accelerometry) was conducted at T1, T3 and T4. Body composition (bioimpedance) was measured at T1 and T4. Students and teachers in the intervention arm filled in acceptability questionnaires at T3.ResultsRecruitment rate was 64% (students) and 88.9% (teachers), and at T3, all post-intervention measurements were completed by 33 students (retention 76.7%) and 15 teachers (retention 93.8%). Acceptability ratings of sessions were high (students M = 6.29, scale 1-7), and data collection procedures were feasible. Intervention arm students reported increased use of BCTs, but uptake of some key BCTs was suboptimal. BCT use correlated highly with objective measures of PA. Based on both self-report and student evaluation, teachers in the intervention arm increased the use of sitting reduction strategies at post-intervention and T4 follow-up (p < .05).ConclusionsWe detected willingness of the target groups to participate, good response rates to questionnaires, adequate retention, as well as acceptability of the trial protocol. Investigation of BCT use among students helped further enhance intervention procedures to promote BCT use. After making necessary modifications identified, intervention effectiveness can next be tested in a definitive trial.Trial registrationISRCTN34534846 . Registered 23 May 2014. Retrospectively registered.

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A classroom-based physical activity intervention for urban kindergarten and first-grade students: a feasibility study.

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A classroom-based physical activity intervention for urban kindergarten and first-grade students: a feasibility study.

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