Hannah R Thompson1, Eric Vittinghoff2, Jennifer K Linchey3, Kristine A Madsen4. 1. UC Berkeley, School of Public Health, 2115 Milvia Street, 3rd Floor, Berkeley, CA 94704-1157. ThompsonH@Berkeley.edu. 2. UCSF, Department of Epidemiology and Biostatistics, 185 Berry Street West, San Francisco, CA 94143. Eric.Vittinghoff@ucsf.edu. 3. UC Berkeley, School of Public Health, 291 University Hall, #7360, Berkeley, CA 94720. JLinchey@Berkeley.edu. 4. Joint Medical Program & Public Health Nutrition, UC Berkeley, School of Public Health, 219 University Hall, #7360, Berkeley, CA 94720. madsenk@berkeley.edu.
Abstract
BACKGROUND: Many elementary schools have policies requiring a minimum amount of physical education (PE). However, few schools comply with local/state PE policy and little is known about how to improve adherence. We evaluated changes in PE among fifth-grade classes, following participatory action research efforts to improve PE quantity and policy compliance that focused on publically disclosing PE data. METHODS: Data were collected in 20 San Francisco public elementary schools in spring 2011 and 2013. PE schedules were collected and PE classes were directly observed (2011, N = 30 teachers; 2013, N = 33 teachers). Data on the proportion of schools meeting state PE mandates in 2011 were shared within the school district and disclosed to the general public in 2012. RESULTS: From 2011 to 2013, PE increased by 11 minutes/week based on teachers' schedules (95% CI: 3.0, 19.6) and by 14 minutes/week (95% CI: 1.9, 26.0) based on observations. The proportion of schools meeting the state PE mandate increased from 20% to 30% (p = .27). CONCLUSIONS: Positive changes in PE were seen over a 2-year period following the public disclosure of data that highlighted poor PE policy compliance. Public disclosure could be a method for ensuring greater PE policy adherence.
BACKGROUND: Many elementary schools have policies requiring a minimum amount of physical education (PE). However, few schools comply with local/state PE policy and little is known about how to improve adherence. We evaluated changes in PE among fifth-grade classes, following participatory action research efforts to improve PE quantity and policy compliance that focused on publically disclosing PE data. METHODS: Data were collected in 20 San Francisco public elementary schools in spring 2011 and 2013. PE schedules were collected and PE classes were directly observed (2011, N = 30 teachers; 2013, N = 33 teachers). Data on the proportion of schools meeting state PE mandates in 2011 were shared within the school district and disclosed to the general public in 2012. RESULTS: From 2011 to 2013, PE increased by 11 minutes/week based on teachers' schedules (95% CI: 3.0, 19.6) and by 14 minutes/week (95% CI: 1.9, 26.0) based on observations. The proportion of schools meeting the state PE mandate increased from 20% to 30% (p = .27). CONCLUSIONS: Positive changes in PE were seen over a 2-year period following the public disclosure of data that highlighted poor PE policy compliance. Public disclosure could be a method for ensuring greater PE policy adherence.
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