Jacqueline C Castillo1, B Ruth Clark1, Carling E Butler1, Susan B Racette2. 1. Program in Physical Therapy, Washington University School of Medicine, St. Louis, Missouri. 2. Program in Physical Therapy, Washington University School of Medicine, St. Louis, Missouri. Electronic address: racettes@wustl.edu.
Abstract
INTRODUCTION: Physical inactivity and childhood obesity are prevalent in American children, with increased vulnerability in minority, low-resource populations. The aim of this study was to quantify the impact of physical education (PE) on in-school physical activity quantity and intensity in urban minority children attending public elementary schools. METHODS: This observational study included elementary children (N=212; mean age, 9.9 years; 81.7% black) in Grades 2-5 attending urban public schools with high eligibility for the National School Lunch Program. In-school physical activity was quantified during 4 school weeks across 4 months (January-April 2012) using Omron HJ-151 accelerometer-pedometers. Fitness was assessed with the 20-meter Progressive Aerobic Cardiovascular Endurance Run. Data were analyzed in 2013 using generalized estimating equations to determine the influence of PE and sex on total in-school steps and moderate to vigorous physical activity (MVPA) steps. RESULTS: Based on 3,379 observation days (mean, 15.9 school days/student), students achieved higher in-school physical activity on days with PE (4,979 steps) than on days without PE (3,683 steps, p<0.0001). Likewise, MVPA steps were greater on days with PE than on days without PE (p<0.0001). Boys were more active than girls, but both accumulated more steps on days with PE. Low aerobic fitness was observed in 29.0% of students and overweight/obesity in 31.1%. CONCLUSIONS: PE significantly increases total in-school and MVPA steps in urban minority elementary children. PE as a core subject can provide opportunities for urban, minority public school children in low-resource areas to achieve age-appropriate physical activity and fitness goals.
INTRODUCTION: Physical inactivity and childhood obesity are prevalent in American children, with increased vulnerability in minority, low-resource populations. The aim of this study was to quantify the impact of physical education (PE) on in-school physical activity quantity and intensity in urban minority children attending public elementary schools. METHODS: This observational study included elementary children (N=212; mean age, 9.9 years; 81.7% black) in Grades 2-5 attending urban public schools with high eligibility for the National School Lunch Program. In-school physical activity was quantified during 4 school weeks across 4 months (January-April 2012) using Omron HJ-151 accelerometer-pedometers. Fitness was assessed with the 20-meter Progressive Aerobic Cardiovascular Endurance Run. Data were analyzed in 2013 using generalized estimating equations to determine the influence of PE and sex on total in-school steps and moderate to vigorous physical activity (MVPA) steps. RESULTS: Based on 3,379 observation days (mean, 15.9 school days/student), students achieved higher in-school physical activity on days with PE (4,979 steps) than on days without PE (3,683 steps, p<0.0001). Likewise, MVPA steps were greater on days with PE than on days without PE (p<0.0001). Boys were more active than girls, but both accumulated more steps on days with PE. Low aerobic fitness was observed in 29.0% of students and overweight/obesity in 31.1%. CONCLUSIONS: PE significantly increases total in-school and MVPA steps in urban minority elementary children. PE as a core subject can provide opportunities for urban, minority public school children in low-resource areas to achieve age-appropriate physical activity and fitness goals.
Authors: Timothy A Brusseau; Pamela H Kulinna; Catrine Tudor-Locke; Matthew Ferry; Hans van der Mars; Paul W Darst Journal: J Phys Act Health Date: 2011-02
Authors: Catrine Tudor-Locke; James J McClain; Teresa L Hart; Susan B Sisson; Tracy L Washington Journal: Res Q Exerc Sport Date: 2009-06 Impact factor: 2.500
Authors: Jeannette R Ickovics; Kathleen O'Connor Duffany; Fatma M Shebl; Sue M Peters; Margaret A Read; Kathryn R Gilstad-Hayden; Marlene B Schwartz Journal: Am J Prev Med Date: 2019-01 Impact factor: 5.043
Authors: Emma V Sanchez-Vaznaugh; Lisa Goldman Rosas; José Ramón Fernández-Peña; Jonggyu Baek; Susan Egerter; Brisa N Sánchez Journal: PLoS One Date: 2017-06-07 Impact factor: 3.240
Authors: B Ruth Clark; Mary L Uhrich; Tiffany C Dill; M Leanne White; Laurel Milam; Nicole Ackermann; Cassandra Arroyo; Susan B Racette Journal: Prev Med Rep Date: 2018-10-17
Authors: Ole Sprengeler; Christoph Buck; Antje Hebestreit; Norman Wirsik; Wolfgang Ahrens Journal: Med Sci Sports Exerc Date: 2019-08 Impact factor: 5.411