Nicholas Beyler1, Martha Bleeker2, Susanne James-Burdumy3, Jane Fortson4, Max Benjamin5. 1. Mathematica Policy Research, 1100 1st Street, NE, Washington, DC 20002, USA. Electronic address: nbeyler@mathematica-mpr.com. 2. Mathematica Policy Research, P.O. Box 2393, Princeton, NJ 08543, USA. Electronic address: mbleeker@mathematica-mpr.com. 3. Mathematica Policy Research, P.O. Box 2393, Princeton, NJ 08543, USA. Electronic address: sjames-burdumy@mathematica-mpr.com. 4. Mathematica Policy Research, 505 14th Street, Suite 800, Oakland, CA 94612, USA. Electronic address: jfortson@mathematica-mpr.com. 5. Boston Consulting Group, 53 State Street, Floor 7, Boston, MA 02109, USA. Electronic address: Benjamin.Max@bcg.com.
Abstract
OBJECTIVE: To evaluate the impact of Playworks on students' physical activity during recess. METHOD: Twenty-seven elementary schools from six U.S. cities were grouped into blocks and randomly assigned to implement Playworks (treatment) or not (control) during an entire school year (either 2010-2011 or 2011-2012). Study data were collected at the end of the school year only. Fourth- and 5th-grade students (n=2278) reported on their physical activity during recess, and a subset (n=1537) wore accelerometers during recess. Teachers (n=111) also reported on their students' physical activity during recess. RESULTS: A significantly higher percentage of teachers in treatment schools reported that their students engaged in an intense physical activity during recess (p=0.01). Marginally significant differences between treatment and control groups were found for the mean number of accelerometer intensity counts recorded per minute during recess (p=0.10) and the mean percentage of time spent in vigorous physical activity during recess (p=0.07). No significant differences were found for student reports about their physical activity during recess (p=0.92). CONCLUSION: Teachers in Playworks schools reported that students were more active during recess, but accelerometer and student survey measures showed either no impacts or marginally significant impacts.
RCT Entities:
OBJECTIVE: To evaluate the impact of Playworks on students' physical activity during recess. METHOD: Twenty-seven elementary schools from six U.S. cities were grouped into blocks and randomly assigned to implement Playworks (treatment) or not (control) during an entire school year (either 2010-2011 or 2011-2012). Study data were collected at the end of the school year only. Fourth- and 5th-grade students (n=2278) reported on their physical activity during recess, and a subset (n=1537) wore accelerometers during recess. Teachers (n=111) also reported on their students' physical activity during recess. RESULTS: A significantly higher percentage of teachers in treatment schools reported that their students engaged in an intense physical activity during recess (p=0.01). Marginally significant differences between treatment and control groups were found for the mean number of accelerometer intensity counts recorded per minute during recess (p=0.10) and the mean percentage of time spent in vigorous physical activity during recess (p=0.07). No significant differences were found for student reports about their physical activity during recess (p=0.92). CONCLUSION: Teachers in Playworks schools reported that students were more active during recess, but accelerometer and student survey measures showed either no impacts or marginally significant impacts.
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