Sofiya Alhassan1, Ogechi Nwaokelemeh2, Albert Mendoza3, Sanyog Shitole4, Elaine Puleo5, Karin A Pfeiffer6, Melicia C Whitt-Glover7. 1. Department of Kinesiology, University of Massachusetts, 110 Totman Building, 30 Eastman Lane, Amherst, MA 01003-9258. alhassan@kin.umass.edu. 2. Department of Kinesiology, University of Massachusetts, 110 Totman Building, 30 Eastman Lane, Amherst, MA 01003-9258. onwaokel@kin.umass.edu. 3. Department of Kinesiology, University of Massachusetts, 110 Totman Building, 30 Eastman Lane, Amherst, MA 01003-9258. amendoza@kin.umass.edu. 4. Department of Kinesiology, University of Massachusetts, 110 Totman Building, 30 Eastman Lane, Amherst, MA 01003-9258. sanyog30@gmail.com. 5. Department of Biostatistics, University of Massachusetts, 149 Goessmann Building, Amherst, MA 01003-9258. epuleo@schoolph.umass.edu. 6. Department of Kinesiology, Michigan State University, 30 W. Circle Drive, East Lansing, MI 48824. kap@msu.edu. 7. Gramercy Research Group, 7990 N. Point Blvd, Suite 108, Winston-Salem, NC 27106. mwhittglover@gramercyresearch.com.
Abstract
BACKGROUND: We examined the effects of short bouts of structured physical activity (SBS-PA) implemented within the classroom setting as part of designated gross-motor playtime on preschoolers PA. METHODS: Preschools were randomized to SBS-PA (centers, N = 5; participants, N = 141) or unstructured free playtime (UPA) (centers, N = 5; participants, N = 150). SBS-PA consisted of structured PA implemented in the classroom during the first 10 minutes of gross-motor playtime followed by 20 minutes of free playtime. UPA consisted of 30 minutes of unstructured free playtime. Teachers implemented both conditions for 5 days/week for 6 months. PA was assessed with accelerometers (preschool-day) and direct observation (30-minute sessions). Generalized linear mixed models were used to examine the impact of the intervention. RESULTS: Regarding the 30-minute sessions, significant group main effects were observed for intervals spent at light (p < .001) and moderate-to-vigorous PA (MVPA, p < .001). Regarding the preschool-day PA, significant group by visit interaction was observed for percent time spent in total preschool-day MVPA (F (2, 254) = 3.54, p = .03). Percent of time spent in MVPA significantly decreased in both groups at 3 months and at 6 months. CONCLUSION:SBS-PA can be implemented in classroom settings; however, further research is needed to examine its impact on preschoolers PA levels.
RCT Entities:
BACKGROUND: We examined the effects of short bouts of structured physical activity (SBS-PA) implemented within the classroom setting as part of designated gross-motor playtime on preschoolers PA. METHODS: Preschools were randomized to SBS-PA (centers, N = 5; participants, N = 141) or unstructured free playtime (UPA) (centers, N = 5; participants, N = 150). SBS-PA consisted of structured PA implemented in the classroom during the first 10 minutes of gross-motor playtime followed by 20 minutes of free playtime. UPA consisted of 30 minutes of unstructured free playtime. Teachers implemented both conditions for 5 days/week for 6 months. PA was assessed with accelerometers (preschool-day) and direct observation (30-minute sessions). Generalized linear mixed models were used to examine the impact of the intervention. RESULTS: Regarding the 30-minute sessions, significant group main effects were observed for intervals spent at light (p < .001) and moderate-to-vigorous PA (MVPA, p < .001). Regarding the preschool-day PA, significant group by visit interaction was observed for percent time spent in total preschool-day MVPA (F (2, 254) = 3.54, p = .03). Percent of time spent in MVPA significantly decreased in both groups at 3 months and at 6 months. CONCLUSION:SBS-PA can be implemented in classroom settings; however, further research is needed to examine its impact on preschoolers PA levels.
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