Moderators of School-Based Physical Activity Interventions on Cardiorespiratory Endurance in Primary School-Aged Children: A Meta-Regression

Burns, Ryan D.; Brusseau, Timothy A.; Fu, You

doi:10.3390/ijerph15081764

Cited by 11 publications

(11 citation statements)

References 68 publications

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“…A 4-week intervention was chosen to best accommodate the school’s schedule. In previous studies, a 4-week intervention was a feasible timeline to see improvement in students’ PA levels through the classroom-based PA curriculum [7,12].…”

Section: Methodsmentioning

confidence: 99%

“…Increasing PA among children through school wide PA promotion has been gaining momentum in the U.S. To that end, schools are encouraged to implement Comprehensive School Physical Activity Programs (CSPAP) which encompasses quality physical education, before, after, and during school activities, as well as activities that engage school staff, family, and the community [6]. School-based PA interventions have been found to have health benefits, especially in improving cardiorespiratory endurance among children [7]. A strategy to increase PA during the school day is through classroom-based PA curriculum, where teachers lead short bouts of activities either during or between classroom instructions [8].…”

Section: Introductionmentioning

confidence: 99%

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Children’s Physical Activity Levels Following Participation in a Classroom-Based Physical Activity Curriculum

et al. 2019

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A classroom-based physical activity curriculum offers an opportunity for students to be active during the school day to combat declining physical activity levels among this population. The effects of classroom-based physical activity curriculum on children of different weight categories is relatively unknown. Therefore, the purpose of this study was to examine the differences in physical activity levels between male and female students, and between students of different weight categories following participation in a classroom-based physical activity curriculum intervention. A total of 210 3rd to 5th grade (age = 9.1 ± 0.1) students from one U.S. elementary school participated in a 4-week intervention. Students’ physical activity levels were measured using pedometers, quantified by step counts pre- and post-intervention. Results from the study indicated that students’ physical activity levels increased after participation in the intervention; male students’ physical activity levels were higher than female students. Additionally, there was an increase in physical activity levels regardless of weight categories, with students of healthy weight exhibiting the most increase following participation in the intervention. In view of the improvement of children’s physical activity levels following their participation in a classroom-based physical activity curriculum, it is recommended that training and resources be provided for teachers to easily implement the curriculum during the school day.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Children’s Physical Activity Levels Following Participation in a Classroom-Based Physical Activity Curriculum

et al. 2019

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“…Furthermore, previous research has shown that interventions do not need to be complex or long in duration to be effective in improving children's aerobic fitness levels. Burns et al concluded from their meta-regression that both the intervention length and the number of intervention components did not modify the effect of the interventions on aerobic fitness [8].…”

Section: Introductionmentioning

confidence: 99%

“…Schools can function as an ideal venue for physical activity programs [7] since school attendance is mandatory and children spend a substantial amount of time at school. Burns et al conducted a meta-regression on a wide variety of school-based physical activity interventions and aerobic fitness, and found that school-based physical activity interventions have significant positive effects on aerobic fitness in primary-school-aged children [8]. Successful implementation is essential to the effectiveness of school-based physical activity interventions and is partially dependent on the willingness of the school personnel to allocate time in the curriculum for the intervention [9].…”

Section: Introductionmentioning

confidence: 99%

The Effect of The Daily Mile on Primary School Children’s Aerobic Fitness Levels After 12 Weeks: A Controlled Trial

Jonge

Slot-Heijs

Prins

et al. 2020

IJERPH

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The Daily Mile (TDM) is a school-based physical activity intervention encompassing a 15-minute run at least three times per week. This study aimed to determine (1) the effects of performing TDM for 12 weeks on Dutch primary school children’s aerobic fitness levels and (2) if additional personal support for teachers impacted the effectiveness of TDM. Nine Dutch primary schools (n = 659 children, grades 5–8) were allocated to a control (no TDM), intervention (12 weeks TDM) or intervention-plus (12 weeks TDM, additional personal support) group. The Shuttle Run Test (SRT) was used to assess aerobic fitness at baseline and follow-up. Data were analyzed using a multiple-imputed dataset and multilevel linear regression models to account for the clustering of students within classes and classes within schools. The regression analyses were adjusted for sex and age. Compared with the control group, significant intervention effects of TDM on SRT score were observed for the intervention group (β = 1.1; 95% CI: 0.8; 1.5) and the intervention-plus group (β = 0.6; 95% CI 0.3; 0.9). Additional personal support had no impact on the effectiveness of TDM. These results suggest that performing TDM at least three times per week for approximately 12 weeks increases primary school children’s aerobic fitness. Additional personal support did not improve the effectiveness of TDM on aerobic fitness within this period. These results contribute to the body of evidence surrounding TDM, but further research is needed regarding long-term implementation of TDM.

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“…Furthermore, whilst not advocating for the implementation of single-component interventions overall, the value of these interventions is not to be undermined. For example, research has indicated that school-based PA interventions have been shown to have a significant effect on cardiorespiratory endurance in primary school-aged children, and the intervention component number does not modify this significant effect [25].…”

Section: Introductionmentioning

confidence: 99%

Acceptability and Feasibility of Single-Component Primary School Physical Activity Interventions to Inform the AS:Sk Project

et al. 2018

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Multi-component school-based interventions provide physical activity (PA) opportunities for children but are often difficult for schools to execute and may not be implemented as intended. The primary aim of this study was to explore the acceptability and feasibility of three brief single-component primary school PA interventions targeting 9–10-year-old children. The secondary aim was to examine the effectiveness of the interventions on increasing PA levels and reducing sedentary time. The single-component interventions included active classroom breaks (AB; 3 schools; n = 119 children) Born to Move (BTM) exercise videos (2 schools; n = 50 children), and playground supervisory staff training (2 schools; n = 56 children). Qualitative data from participating children (n = 211), class teachers (n = 6), and playground supervisory staff (n = 8) explored the experiences, acceptability, and feasibility of each intervention component. Accelerometers were worn by 225 children during the last week of implementation. Teachers reported that they were able to implement ABs daily, but BTM videos were more difficult to implement daily because of accessing sufficient space. Playground staff reported difficulties in implementing activities due to children’s age and competing responsibilities on the staffs’ time. Children reported that the ABs and BTM videos were enjoyable. During half hour time windows, including the ABs and BTM videos, children engaged in 4.8 min and 8.6 min of moderate to vigorous PA (MVPA) on average, respectively. ABs and BTM videos positively affected MVPA. ABs were feasible to implement; however, teachers faced some barriers in implementing the BTM videos. Feasibility of playground interventions may be dependent on staff responsibilities and age of the children.

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Moderators of School-Based Physical Activity Interventions on Cardiorespiratory Endurance in Primary School-Aged Children: A Meta-Regression

Cited by 11 publications

References 68 publications

Children’s Physical Activity Levels Following Participation in a Classroom-Based Physical Activity Curriculum

Children’s Physical Activity Levels Following Participation in a Classroom-Based Physical Activity Curriculum

The Effect of The Daily Mile on Primary School Children’s Aerobic Fitness Levels After 12 Weeks: A Controlled Trial

Acceptability and Feasibility of Single-Component Primary School Physical Activity Interventions to Inform the AS:Sk Project

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