A quasi-experimental examination of how school-based physical activity changes impact secondary school student moderate- to vigorous- intensity physical activity over time in the COMPASS study

Abstract

BackgroundAdolescence is characterized by low moderate- to vigorous- intensity physical activity (MVPA) levels. Targeting the school setting can increase MVPA among a large proportion of adolescents. However, school-based physical activity interventions for adolescents remain largely ineffective. Therefore, the purpose of this study was to examine how naturally-occurring changes to school physical activity policy, recreational programming, public health resources, and the physical environment, impact adolescent MVPA over a 1-year period.MethodsQuasi-experimental longitudinal data from 18,777 grade 9–12 students (mean age = 15.1 ± 0.02 years), and 86 principals from 86 schools, participating in year 2 (2013–2014) and year 3 (2014–2015) of the COMPASS study (Ontario and Alberta, Canada) was used. Total MVPA over the previous week was self-reported at both time points using the COMPASS Student Questionnaire and average daily MVPA was calculated. Changes to physical activity policies, recreational programming, public health resources, and the physical environment were self-reported by school principals. Changes to the number and condition of physical activity facilities were objectively measured during school audits using the COMPASS School Environment Application. Multi-level modeling was used to examine change in student MVPA between schools that made changes and schools that did not. Models were adjusted for several student and school level confounders.ResultsOver the 1-year period, 61 of 86 schools made physical activity related changes. Of these, 9 significantly changed student MVPA. However, only 4 of 9 schools’ changes increased student MVPA, including opening the fitness centre at lunch (β = 17.2, 95 % CI: 2.6–31.7), starting an outdoor club (β = 17.8, 95 % CI:7.4–28.1), adding a bike rack (β–14.9, 95 % CI:0.7–29.1), and adding weightlifting and run/walk clubs, archery, figure skating, increased access to the sports field, and improved condition of the outdoor basketball court (β = 15.5, 95 % CI: 5.2–25.7).ConclusionsChanges such as adding or increasing access to facilities, and adding multiple recreational programs, seemed to be effective for increasing student MVPA over the 1-year period. However, given the specificity of results, a one-size fits all approach may not be effective for increasing MVPA. Instead, school principals need to consider the resources within and surrounding their school, and the interests of the students.

The effects of park-based interventions on health: a systematic review protocol

“…We recognize that there are studies for youth that are conducted in school-parks [28][29][30]; however, these studies will be excluded because the access to these school parks are often restricted to the schools' students and only operated during school hours. Additional limitations of this systematic review are that we will restrict the search strategy to English and Spanish language, peer-reviewed publications only; therefore, grey literature will be excluded.…”

Physical Activity in the Prevention of Childhood Obesity

“…Changes to the school environment can also foster increasing physical activity in children; however, not all school-based changes translate to improved physical activity. Hunter, Leatherdale, Storey, & Carson (2016) assessed the changes in school environment for nearly 19,000 high school children from 86 Canadian schools participating in the Cohort for Obesity, Marijuana use, Physical activity, Alcohol use, Smoking and Sedentary behavior (COMPASS), an ongoing quasi-experimental study in which the researchers collect annual data on multiple health behaviors. The researchers evaluated changes made in the participating schools and discovered that physical activity-related changes were associated with a significant increase in student MVPA.…”

“…In particular, of the 61 schools that included physical activity changes, four of the schools' changes resulted in significant increases in MVPA. The changes that led to increased MVPA included: allowing the fitness center to be open during lunch (β = 17.1765, 95% CI: 2.6079 to 31.7451); creation of an "Out and About" club focusing on health and wellness (β = 17.7959, 95% CI: 7.4354 to 28.1564); adding a bike rack (β = 14.919, 95% CI: 0.6891 to 29.1488); and improving access and availability of outdoor activities (β = 15.4671, 95% CI: 5.2029 to 25.7312) (Hunter et al, 2016). Additionally, changes to the built environment surrounding the school can impact physical activity for children.…”

Estado General De La Actividad Física en La Prevención De La Obesidad Infantil

“…Los cambios en el entorno escolar también pueden aumentar la actividad física en los niños; sin embargo, no todos los cambios en la escuela se traducen en mayor actividad física. Hunter, Leatherdale, Storey, & Carson (2016) evaluaron los cambios en el entorno escolar de casi 19.000 adolescentes de 86 escuelas secundarias canadienses que participaron en el Estudio cohorte para la Obesidad, consumo de marihuana, actividad física, consumo de alcohol, fumado y comportamiento sedentario (COMPASS -Cohort for Obesity, Marijuana use, Physical Activity, Alcohol Use, Smoking and Sedentary Behavior), un estudio cuasi experimental en curso en el que los investigadores recopilan datos anuales sobre múltiples comportamientos de salud. Los investigadores evaluaron los cambios realizados en las escuelas participantes y descubrieron que los cambios asociados a la actividad física se relacionaron con un aumento significativo de la AFMV en los estudiantes.…”

“…En particular, de las 61 escuelas secundarias que incluyeron cambios en la actividad física, cuatro de los cambios en las escuelas dieron lugar a aumentos significativos de la AFMV. Algunos de los cambios que causaron un aumento en la AFMV fueron permitir que el gimnasio estuviera abierto durante el almuerzo (β = 17.1765, IC 95%: 2.6079 a 31.7451); crear el club denominado "De un lado para otro" ("Out and About") centrado en la salud y el bienestar (β = 17.7959, IC 95%: 7.4354 a 28.1564); agregar estacionamientos para bicicletas (β = 14.919, IC 95%: 0.6891 a 29.1488) y mejorar el acceso y la disponibilidad de actividades al aire libre (β = 15.4671, IC 95%: 5.2029 a 25.7312) (Hunter et al, 2016). Además, los cambios al ambiente construido que rodea la escuela pueden afectar la actividad física de los niños.…”