Patricia Cheung1, Padra Franks2, Michael Kramer3, Carolyn Drews-Botsch3, Jean Welsh4, Christi Kay2, Paul Weiss5, Julie Gazmararian3. 1. Department of Epidemiology, Rollins School of Public Health, Emory University, 1518 Clifton Road, Atlanta, GA 30322, USA. Electronic address: pccheun@emory.edu. 2. HealthMPowers, USA. 3. Department of Epidemiology, Rollins School of Public Health, Emory University, 1518 Clifton Road, Atlanta, GA 30322, USA. 4. Emory University School of Medicine, USA; Children's Healthcare of Atlanta, USA. 5. Department of Biostatistics and Informatics, Rollins School of Public Health, Emory University, USA.
Abstract
OBJECTIVES: To assess the impact of Power Up for 30, a flexible, Comprehensive School Physical Activity Program-based state-wide elementary school initiative, on school physical activity opportunities (physical education, recess, in-class physical activity, before-school physical activity, and after-school physical activity) one year after Power Up for 30 training. DESIGN: Quasi-experimental. METHODS: In 2013, all 1333 public Georgia elementary schools were invited to complete the School Physical Activity Survey which assessed school physical activity opportunities. Upon survey completion, schools were invited to attend training. Of the 719 (54%) schools meeting survey response criteria, 300 schools attended training by 9/2014 and 419 schools did not. Between 3/2015-5/2015, 79 trained and 80 untrained schools were randomly selected to receive a follow-up survey assessing the frequency and duration of physical activity opportunities. Analyses, adjusted for baseline physical activity opportunities and school characteristics, compared weekly minutes of physical activity opportunities at follow-up between trained and untrained schools. RESULTS: In adjusted analyses at follow-up, trained schools provided 36 more minutes of weekly physical activity opportunities than untrained schools (99% confidence interval: 16-56), particularly during recess (mean difference: 8min per week; 99% confidence interval: 0-17), during in-class breaks (mean difference: 11min per week, 99% confidence interval: 3-20), and before school (mean difference: 8min per week, 99% confidence interval: 4-12). CONCLUSIONS: Flexible, multi-component interventions like Power Up for 30 increase physical activity opportunities. If future studies identify that school physical activity opportunities positively impact student physical activity, this model may be a feasible strategy for broad-scale implementation.
OBJECTIVES: To assess the impact of Power Up for 30, a flexible, Comprehensive School Physical Activity Program-based state-wide elementary school initiative, on school physical activity opportunities (physical education, recess, in-class physical activity, before-school physical activity, and after-school physical activity) one year after Power Up for 30 training. DESIGN: Quasi-experimental. METHODS: In 2013, all 1333 public Georgia elementary schools were invited to complete the School Physical Activity Survey which assessed school physical activity opportunities. Upon survey completion, schools were invited to attend training. Of the 719 (54%) schools meeting survey response criteria, 300 schools attended training by 9/2014 and 419 schools did not. Between 3/2015-5/2015, 79 trained and 80 untrained schools were randomly selected to receive a follow-up survey assessing the frequency and duration of physical activity opportunities. Analyses, adjusted for baseline physical activity opportunities and school characteristics, compared weekly minutes of physical activity opportunities at follow-up between trained and untrained schools. RESULTS: In adjusted analyses at follow-up, trained schools provided 36 more minutes of weekly physical activity opportunities than untrained schools (99% confidence interval: 16-56), particularly during recess (mean difference: 8min per week; 99% confidence interval: 0-17), during in-class breaks (mean difference: 11min per week, 99% confidence interval: 3-20), and before school (mean difference: 8min per week, 99% confidence interval: 4-12). CONCLUSIONS: Flexible, multi-component interventions like Power Up for 30 increase physical activity opportunities. If future studies identify that school physical activity opportunities positively impact student physical activity, this model may be a feasible strategy for broad-scale implementation.
Authors: Courtney Barnes; Sam McCrabb; Fiona Stacey; Nicole Nathan; Sze Lin Yoong; Alice Grady; Rachel Sutherland; Rebecca Hodder; Christine Innes-Hughes; Marc Davies; Luke Wolfenden Journal: Transl Behav Med Date: 2021-07-29 Impact factor: 3.046
Authors: Luke Wolfenden; Sam McCrabb; Courtney Barnes; Kate M O'Brien; Kwok W Ng; Nicole K Nathan; Rachel Sutherland; Rebecca K Hodder; Flora Tzelepis; Erin Nolan; Christopher M Williams; Sze Lin Yoong Journal: Cochrane Database Syst Rev Date: 2022-08-29
Authors: Paolo Riccardo Brustio; Anna Mulasso; Danilo Marasso; Camilla Ruffa; Andrea Ballatore; Paolo Moisè; Corrado Lupo; Alberto Rainoldi; Gennaro Boccia Journal: Int J Environ Res Public Health Date: 2019-10-15 Impact factor: 3.390
Authors: Patricia C Cheung; Padra A Franks; Michael R Kramer; Christi M Kay; Carolyn D Drews-Botsch; Jean A Welsh; Julie A Gazmararian Journal: PLoS One Date: 2019-01-15 Impact factor: 3.240