Evaluation of a comprehensive school physical activity program: Be a Champion!

Singletary, Camelia R.; Weaver, Glenn; Carson, Russell L.; Beets, Michael W.; Pate, Russell R.; Saunders, Ruth P.; Peluso, Alexandra G.; Moore, Justin B.

doi:10.1016/j.evalprogplan.2019.04.003

Cited by 7 publications

(3 citation statements)

References 29 publications

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“…Reported adoption of PA lessons was higher at schools with a wellness champion (82.2%) than those without (71.8%), but champions were not associated with PA break adoption, penetration, or dose. Previous and ongoing intervention trials have explored whether empowering champions can improve physical-activity practices in schools [ 52 , 53 ], however, the current work is unique in examining whether champions already exist in US elementary schools. Nearly half of respondents (56.9%) noted that such a champion is present at their school; while this is encouraging, there remains much room for improvement.…”

Section: Discussionmentioning

confidence: 99%

Implementation of Physical Activity in US Elementary Schools: The Role of Administrative Support, Financial Resources, and Champions

Densley

Calvert

Boedeker

et al. 2021

IJERPH

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The intentional integration of physical activity in elementary school classrooms—including brief instructional breaks for activity, or integration into lessons—can benefit children’s physical activity and education outcomes. Teachers are key implementation agents, but despite physical activity in the classroom being an evidence-informed practice, many teachers do not regularly implement it. The aim of this study was to obtain updated nationally representative prevalence estimates in United States public elementary schools, regarding four key outcomes: (1) school adoption of physically active lessons (PA lessons); (2) school adoption of physical-activity breaks (PA breaks); (3) penetration in the classroom, defined as ≥50% of teachers using PA breaks; and (4) dose, defined as an average of at least 50 min per week of PA breaks. We examined variations in outcomes by school demographic characteristics, and by three factors hypothesized to be implementation facilitators (administrative support, financial resources, and presence of a wellness champion at the school). In the 2019–20 school year, surveys were distributed to a nationally representative sample of 1010 public elementary schools in the US; responses were obtained from 559 (55.3%). The weighted prevalence of schools reporting adoption of PA lessons was 77.9% (95% CI = 73.9% to 81.9%), and adoption of PA breaks was nearly universal at 91.2% (95% CI = 88.4% to 94.1%). Few demographic differences emerged, although adoption of PA lessons was less prevalent at higher-poverty schools (73.9%) and medium-poverty schools (77.0%) as compared to schools with lower poverty levels (87.1%; p < 0.01). Across all four outcomes, associations emerged with facilitators in multivariable logistic regression models. The prevalence of adoption of PA lessons, adoption of PA breaks, and dose of PA breaks were all significantly higher at schools where administrative encouragement occurred more frequently. Financial support was associated with implementation outcomes, including adoption of PA lessons, and penetration and dose of PA breaks. Presence of a champion was associated with higher prevalence of reporting adoption of PA lessons. School leaders can play a crucial role in supporting teachers’ implementation of PA breaks and lessons in the classroom, through providing financial resources, encouragement, and supporting champions. Effective school-leadership practices have the potential to positively impact students at a large-scale population level by supporting implementation of PA lessons and breaks.

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Section: Discussionmentioning

confidence: 99%

Implementation of Physical Activity in US Elementary Schools: The Role of Administrative Support, Financial Resources, and Champions

Densley

Calvert

Boedeker

et al. 2021

IJERPH

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“…Evaluation standards have a guiding and motivating effect on organizers, and can clearly reflect the problems in the process of activities. Referring to some literature on event management evaluation, the evaluation index content ( [11]~ [27]) shown in Table 2 is proposed, which can be used as a reference for the evaluation of academic seminars.…”

Section: Establish Evaluation Mechanism and Regular Summarymentioning

confidence: 99%

Problems and Countermeasures of Postgraduate Academic Exchange Activities

Xie¹,

Zhang²,

Gao³

et al. 2022

EHSS

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Improving students' research ability within a short academic period is the core goal of graduate education, and academic activities are an important part of achieving this goal. This analysis report takes the academic seminar activities of the School of Architecture of YN University as an example, analyzes the target background of the activities, students' participation, and the operation process of management, and concludes that the activities have problems such as restricted freedom of communication, quality to be strengthened, and lack of standardized system and evaluation mechanism. This paper proposes methods that can be optimized for activities and an evaluation framework for academic exchange activities, so as to provide reference for universities to carry out academic activities and improve the quality of postgraduate training.

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“…A review of the reviews focusing on after-school PA interventions in children and adolescents concluded there was modest support for the effectiveness of after-school programs on children’s PA levels, however, the overall evidence remains inconclusive and methodological differences were cited as a limitation in the review [21]. Additionally, Singletary et al reviewed the effectiveness of school-based programs to increase PA, and concluded that current programs were insufficient to increase PA to achieve 60 min of MVPA/day (reviewed in [22]).…”

Section: Introductionmentioning

confidence: 99%

Healthy for Life Pilot Study: A Multicomponent School and Home Based Physical Activity Intervention for Disadvantaged Children

Pearce

Dollman

2019

IJERPH

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The study aimed to develop and evaluate a multicomponent school and home based physical activity (PA) intervention in children in grades 3–7 (aged 8–13 years) and determine the psychological variables that influence PA; 10 × 1 h school-based training sessions, a home-based activity program and 4 × 1 h lifestyle workshops for parents. PA was assessed at an intervention and nearby control school using accelerometers and self-report at 3-time points: baseline, post intervention and 10-week follow-up. Self-efficacy, self-management strategies, enjoyment, perceived barriers to PA, outcome-expectancy and social support were evaluated. The study showed 73% of the children with complete data sets at the intervention school (n = 27) did not increase device measured moderate to vigorous PA (MVPA) in the after-school period (3 p.m. to 6 p.m.) or over the whole day or during school break time immediately following the intervention or at follow-up, as compared to 70% of children with complete data sets at the control school (n = 35; p > 0.05 for all). Overall, 59% of boys attained more than double the recommended 120 min of MVPA each day compared to 42% of girls (p = 0.013). At the baseline, children’s self-reported PA in the intervention school positively correlated with: outcome expectancy (R = 0.240, p = 0.015), enjoyment (R = 0.339, p < 0.001), self-efficacy (R = 0.399, p < 0.001), self-management (R = 0.617, p < 0.001), social support at home (R = 0.406, p < 0.001), and social support at school (R = 0.407, p < 0.001). Similar relationships were observed after the intervention and at follow-up. Focus groups with the children, parents and interviews with teachers identified areas for improvement of the intervention. In conclusion, while the multifaceted approach to improve PA was ineffective over the time span of the study, important predictors of PA in this sample of disadvantaged children were identified.

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Evaluation of a comprehensive school physical activity program: Be a Champion!

Cited by 7 publications

References 29 publications

Implementation of Physical Activity in US Elementary Schools: The Role of Administrative Support, Financial Resources, and Champions

Implementation of Physical Activity in US Elementary Schools: The Role of Administrative Support, Financial Resources, and Champions

Problems and Countermeasures of Postgraduate Academic Exchange Activities

Healthy for Life Pilot Study: A Multicomponent School and Home Based Physical Activity Intervention for Disadvantaged Children

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