Ann Pulling Kuhn1, Peter Stoepker2, Brian Dauenhauer3, Russell L Carson4. 1. Division of Growth and Nutrition, Department of Pediatrics, 12265University of Maryland School of Medicine, Baltimore, MD, USA. 2. Department of Sport Management, Wellness, and Physical Education, 2291University of West Georgia, Carrollton, GA, USA. 3. School of Sport and Exercise Science, 3604University of Northern Colorado, Greeley, CO, USA. 4. PlayCore, Inc., Chattanooga, TN, USA.
Abstract
OBJECTIVE: To identify, review, and describe multicomponent physical activity (PA) interventions in terms of: (a) number and combination of Comprehensive School Physical Activity Program (CSPAP) components, (b) study characteristics, and (c) primary outcomes. DATA SOURCE: Five electronic databases (i.e., PubMed, PsychInfo, Physical Education Index, Sport Discus, and ERIC). STUDY INCLUSION AND EXCLUSION CRITERIA: Included articles were peer-reviewed, written in English language, published since 1987, and included multicomponent school-based interventions. DATA EXTRACTION: Data items extracted were: school level, setting, CSPAP component description, health outcomes, academic outcomes, main conclusion, and reference. DATA SYNTHESIS: Included articles were synthesized by: (1) CSPAP components utilized, and (2) research outcome measured (i.e., health or academic). RESULTS: Across 32 studies, 11 included physical education plus 1 additional CSPAP component (PE + 1); 10 included PE + 2 additional CSPAP components; 8 included PE + 3 additional CSPAP components; and 1 included all 5 CSPAP components. Two other studies included 2 or 3 CSPAP components without PE. Most interventions targeted health outcomes (94%) rather than academic outcomes (6%). CONCLUSIONS: Multicomponent approaches aligned with CSPAPs are effective in promoting PA and other positive outcomes for youth in schools. Future research should seek to understand effects of CSPAP components on a variety of outcomes and settings.
OBJECTIVE: To identify, review, and describe multicomponent physical activity (PA) interventions in terms of: (a) number and combination of Comprehensive School Physical Activity Program (CSPAP) components, (b) study characteristics, and (c) primary outcomes. DATA SOURCE: Five electronic databases (i.e., PubMed, PsychInfo, Physical Education Index, Sport Discus, and ERIC). STUDY INCLUSION AND EXCLUSION CRITERIA: Included articles were peer-reviewed, written in English language, published since 1987, and included multicomponent school-based interventions. DATA EXTRACTION: Data items extracted were: school level, setting, CSPAP component description, health outcomes, academic outcomes, main conclusion, and reference. DATA SYNTHESIS: Included articles were synthesized by: (1) CSPAP components utilized, and (2) research outcome measured (i.e., health or academic). RESULTS: Across 32 studies, 11 included physical education plus 1 additional CSPAP component (PE + 1); 10 included PE + 2 additional CSPAP components; 8 included PE + 3 additional CSPAP components; and 1 included all 5 CSPAP components. Two other studies included 2 or 3 CSPAP components without PE. Most interventions targeted health outcomes (94%) rather than academic outcomes (6%). CONCLUSIONS: Multicomponent approaches aligned with CSPAPs are effective in promoting PA and other positive outcomes for youth in schools. Future research should seek to understand effects of CSPAP components on a variety of outcomes and settings.
Entities:
Keywords:
physical education; school health; school-wide physical activity
Authors: Jaimie McMullen; Collin Brooks; Cassandra Iannucci; Xiaoping Fan Journal: Int J Environ Res Public Health Date: 2022-01-22 Impact factor: 3.390