Ryan D Burns1, Timothy A Brusseau2, You Fu3, Rachel S Myrer4, James C Hannon5. 1. Department of Exercise and Sport Science, University of Utah, Salt Lake City, UT, USA. ryan.d.burns@utah.edu. 2. Department of Exercise and Sport Science, University of Utah, Salt Lake City, UT, USA. 3. Kinesiology and Sport Sciences Department, University of Nebraska-Kearney, Kearney, NE, USA. 4. Salt Lake City School District, Salt Lake City, UT, USA. 5. College of Physical Activity and Sports Sciences, West Virginia University, Morgantown, WV, USA.
Abstract
OBJECTIVES: The purpose of this study was to examine the effect of a comprehensive school physical activity program (CSPAP) on classroom behavior in low-income children. METHODS: The participants included 1460 children recruited from 3 low-income schools receiving governmental financial assistance. A total of 77 classrooms were observed across grades K through 6. Classrooms were observed one week prior to the implementation of CSPAP and at 6 weeks and 12 weeks after commencement of the program. Members of the research team observed classroom behavior using systematic observation, specifically a 5-second momentary time sampling procedure. A generalized linear mixed effects model was used to determine the change in odds of a classroom achieving at least 80% on-task behavior following the implementation of CSPAP. RESULTS: There were 7.49 (95% CI: 2.83, 19.79) greater odds of a classroom achieving 80% on-task behavior at 6 weeks compared to baseline and a 27.93 (95% CI: 7.93, 98.29) greater odds of a classroom achieving 80% on-task behavior at 12 weeks compared to baseline (p < .001). CONCLUSIONS: After the CSPAP was implemented, on-task classroom behavior significantly improved across all grade levels.
OBJECTIVES: The purpose of this study was to examine the effect of a comprehensive school physical activity program (CSPAP) on classroom behavior in low-income children. METHODS: The participants included 1460 children recruited from 3 low-income schools receiving governmental financial assistance. A total of 77 classrooms were observed across grades K through 6. Classrooms were observed one week prior to the implementation of CSPAP and at 6 weeks and 12 weeks after commencement of the program. Members of the research team observed classroom behavior using systematic observation, specifically a 5-second momentary time sampling procedure. A generalized linear mixed effects model was used to determine the change in odds of a classroom achieving at least 80% on-task behavior following the implementation of CSPAP. RESULTS: There were 7.49 (95% CI: 2.83, 19.79) greater odds of a classroom achieving 80% on-task behavior at 6 weeks compared to baseline and a 27.93 (95% CI: 7.93, 98.29) greater odds of a classroom achieving 80% on-task behavior at 12 weeks compared to baseline (p < .001). CONCLUSIONS: After the CSPAP was implemented, on-task classroom behavior significantly improved across all grade levels.
Authors: Camelia R Singletary; Glenn Weaver; Russell L Carson; Michael W Beets; Russell R Pate; Ruth P Saunders; Alexandra G Peluso; Justin B Moore Journal: Eval Program Plann Date: 2019-05-02