Examining the Knowledge and Capacity of Elementary Teachers to Implement Classroom Physical Activity Breaks

This study examined teachers’ zone of proximal development for classroom physical activity breaks by assessing teachers’ knowledge and capacity for implementing classroom physical activity breaks. Five school districts of various sizes (n=346 teachers) took part in a short online survey. Descriptive statistics were calculated and chi-square analyses were used to identify differences between districts. Almost all teachers utilized classroom physical activity to some extent. A third of teachers who stated they implemented classroom physical activity, experienced barriers to implementation. A majority of teachers were interested in learning more about classroom physical activity. There were significant differences between districts on the number of days per week classroom physical activity was integrated, the frequency of collaboration that occurred between teachers, the percentage of teachers who experienced barriers, and preferred delivery method of professional development. These findings support the importance of identifying teachers’ zone of proximal development to increase the use of classroom physical activity breaks. Understanding teachers’ knowledge and capacity for implementing classroom physical activity breaks can allow educational professionals to shift the implementation of classroom physical activity beyond sporadic use by isolated teachers and schools to a more systematic and consistent delivery across classrooms and throughout districts

Evaluation of GoGirlGo!; A practitioner based program to improve physical activity

Background: GoGirlGo! (GGG) is designed to increase girls’ physical activity (PA) using a health behavior and PA-based curriculum and is widely available for free to afterschool programs across the nation. However, GGG has not been formally evaluated. The purpose of this pilot study was to evaluate the effectiveness of the GGG curricula to improve PA, and self-efficacy for and enjoyment of PA in elementary aged girls (i.e., 5-13 years). Methods: Nine afterschool programs were recruited to participate in the pilot (within subjects repeated measures design). GGG is a 12-week program, with a once a week, one-hour lesson with 30 minutes of education and 30 minutes of PA). Data collection occurred at baseline, mid (twice), post, and at follow-up (3-months after the intervention ended). PA was assessed via accelerometry at each time point. Self-efficacy for and enjoyment of PA was measured using the Self-Efficacy Scale and the Short-PA enjoyment scale and was assessed at baseline, post, and follow-up. Fidelity was assessed at midpoint. Results: Across all age groups there was a statistically significant increase in PA. Overall, on days GGG was offered girls accumulated an average of 11 minutes of moderate-to-vigorous PA compared to 8 minutes during non-GGG days. There was a statistically significant difference in girls’ self-efficacy for PA reported between baseline and post, which was maintained at follow-up. An improvement in enjoyment of PA for girls was found between baseline and follow-up. According to fidelity assessment, 89% of the activities within the curriculum were completed each lesson. Girls appeared to respond well to the curriculum but girls 5-7 years had difficulties paying attention and understanding discussion questions. Conclusions: Even though there were statistically significant differences in self-efficacy for PA and enjoyment of PA, minimal increases in girls’ PA were observed. GGG curricula improvements are warranted. Future GGG programming should explore offering GGG every day, modifying activities so that they are moderate-to-vigorous in intensity, and providing additional trainings that allow staff to better implement PA and improve behavior management techniques. With modifications, GGG could provide a promising no-cost curriculum that afterschool programs may implement to help girls achieve recommendations for PA

Perceptions of Classroom Physical Activity

Background: Few children meet the physical activity (PA) recommendations. One new and innovative ways school have tried to improve this is through classroom PA. Studies have found that incorporating opportunities for classroom PA can not only increase PA but also increase children’s time on-task as well as academic scores. However little is known about teachers’ perceptions of.classroom PA Purpose: The purpose of the study was to determine teacher’s perceptions regarding classroom PA. Methods: Four school districts in a metropolitan Midwest City were recruited to participate. Twelve teachers from each district took part in a semi-structured interview over the phone(n=48). Data were analyzed using the process of immersion/crystallization. Results: Factors from all five levels of the socio-ecological model impacted teachers’ perceptions. Conclusion: Results provide preliminary evidence that teachers have a positive view of classroom PA. Future strategies to improve the use of classroom PA will be discussed

Impact of Adiposity on Physical Activity Levels of Young Infants

Studies suggest that infant adiposity may delay the development of motor skills such as sitting.1-3 However, the role of physical activity (PA) in the development of motor skills during the first year of life has been understudied and little is known about the amount of PA needed for normal growth and development in infants.4,5 PURPOSE: The purpose of this study was to examine the impact of adiposity as measured by subscapular skinfold thickness (SFT) on PA of typically developing infants at three months of age (visit 1), onset of sitting (visit 2) (M=5 months, 8 days), and one month post (visit 3) (M=6 months, 3 days). METHODS: Infants’ (n=29) subscapular SFT was measured by a trained researcher and infants wore accelerometers on their left wrist and ankle for four consecutive days at all three time points. RESULTS: While normal SFT infants appeared to move more in visits 1 and 2 compared to high SFT infants, these results were not significant. DISCUSSION: More research is needed to determine if a significant difference develops during the acquisition of additional motor skills

Alumni Collegiate Student-Athletes’ Wellness After Sport

College student-athletes (may be more likely to experience difficulty transitioning from college than non-athletes, which could lead to decreased levels of overall wellness. Purpose: The purpose of this study was to explore the wellness of alumni SA who recently transitioned from college. Methods: Semi-structured interviews with former SA (n=12) were administered at a university in the Midwest. Interview questions were based on the Indivisible Self Model’s five factors of wellness (coping, social, physical, creative, and essential). Data were analyzed using the process of immersion/crystallization. Results: Results indicate that subjects generally experienced negative feelings at the end of their athletic career, but were able to overcome any struggles they experienced. Subjects mostly displayed high levels of wellness, especially in the creative, essential, and physical factors of wellness. Conclusion: Alumni SA that participated in this study displayed high levels of wellness. These findings: 1) illustrate the unique challenges in transitioning from college for alumni SA, and 2) inform prevention and intervention strategies for alumni SA struggling to transition from college

Utilization of Classroom Physical Activity Breaks

Historically within schools, physical education and recess periods have been utilized as the primary times for children to obtain some portion of physical activity (PA) recommendations during the school day. Due to academic pressure, opportunities for physical education and recess periods have been reduced. Fewer than 5% of schools require daily physical education and fewer than 12% require daily recess. Additional PA opportunities are needed throughout school day. PURPOSE: The overall purpose of this study was to examine teachers’ utilization of classroom PA breaks. METHODS: 332 Elementary school teachers from five school districts in a Midwest city were recruited to complete an online survey. RESULTS: A majority of elementary school teachers from the school districts were utilizing classroom PA breaks and were interested in learning more about implementing them in their classroom. DISCUSSION: Future research is needed on the most effective methods to increase classroom teachers’ knowledge about and use of classroom PA breaks. Additionally, further analysis is warranted to examine differences between school districts

An Exploratory Study of Infant Physical Activity in Relation to Obesity

Historically, society has thought that infants (0 to 1 year of age) are “active enough” and not in need of efforts to promote physical activity (PA). However, approximately 10% of infants in the U.S. are obese and research has shown low PA is one of the risk factors for obesity in toddlers. Little research has been done to systematically compare PA levels between normal weight infants and obese/overweight infants in the first year of life. PURPOSE: The purpose of this study was to determine the level of PA in normal weight and overweight infants. METHODS: Twenty-one normal weight infants (age = 3.0 ± 0.4 month, weight-for-length z-score 50.6 ± 25.0) and nine overweight infants (age = 3.0 ± 0.4 month, weight-for-length z-score 97.4 ± 2.1) were recruited to participate in the study. Anthropometric measurements (e.g., height, weight) were taken at three different time points to determine infant size: 3-months of age, the onset of sitting, and one month post onset of sitting. Additionally, infant PA was assessed using Actigraph GT9X Link accelerometers at each time point. Infants wore two accelerometers on the left wrist and ankle for 4 consecutive days (2 weekdays, 2 weekend days). Caregivers were asked to complete a time activity diary every day the accelerometer was worn to document infant activity (e.g., sleeping, eating, quiet/active play) and infant location (e.g., daycare, home). Combined average ankle and wrist vector magnitude count (VMC) values were used as PA indicator. Statistical analyses were performed using two factor repeated measures (group x time) ANOVA between normal weight and overweight/obese infant. RESULTS: VMC values for the visits were: 1st visit=5486574, 2nd visit=5726418, and 3rd visit=5432360 for normal weight infants and 1st visit=5628067, 2nd visit=5743573, and 3rd visit=5103728 for overweight infants. There was no significant main effects of weight (F(1, 28)=.004, p=.948) and time (F(2,28)=.271, p=.765) and no significant interaction (F(2,28)=.413, p=.665) was found between group x time. Conclusion: Efforts are needed to quantify infant activity level in order to identify infants who may be at risk for developmental delay. Further research should employ larger samples in order to acquire more variation in PA level and other interested outcomes such as breastfed and formula-fed infants

Perceptions of Infant Physical Activity and Weight: A Parents Perspective

Background: Approximately 10% of infants and toddlers in the U.S. are already overweight. One modifiable factor that may impact weight is physical activity (PA). Historically, society has thought that infants (0-1 year of age) are “active enough” and not in need of efforts to promote PA to expend energy. However, increases in technology have led to less PA in children of all ages. There is a vital need to improve knowledge about factors that may impact the promotion of PA to infants. Since parents are the primary caregivers for infants, their beliefs about weight and PA may influence the amount of time infants are given to be active or time spent in restrictive devices. Purpose: The purpose of the study was to explore parents’ perceptions of: 1) the weight status of their infant and 2) promoting PA to their infant. Methods: Parents who participated in a pilot study examining the relationship between infant PA and postural control in normal weight and overweight infants took part in a semi-structured interview (n=25). Interview questions explored parents perceptions of their child\u27s weight as well as knowledge and beliefs of promoting PA. Data were analyzed by two trained researchers using the process of immersion/crystallization. Results: Overall, all parents felt their child was a healthy size and many thought infants could be overweight due to overfeeding and/or formula. Over half of mothers had heard comments from others about the large size of their infant and most thought these comments were positive. A majority of mothers thought infants could be physically active and described PA in terms of general mobility. When discussing how they planned to promote PA to their child as they grow, parents discussed promoting outdoor activities, sports, and general play. Conclusion: Results provide preliminary evidence that parents do not believe their infants can be overweight but may be aware of how to promote PA in early childhood. Additional research is needed to see if similar results are found with parents who are not currently active and who primarily formula-feed their child

Purposeful Movement: The Integration of Physical Activity into a Mathematics Unit

Classroom physical activity (PA) has been linked to a multitude of health andacademic benefits. However, due to barriers such as lack of time and resourcesmany teachers are not implementing classroom PA to the degree they would liketo. One innovative solution is to integrate classroom PA into academic concepts.Based on self-determination theory, this pilot study evaluated the effectivenessof a teacher-developed purposeful movement teaching strategy on PA, on-taskbehavior and academic achievement. Two third grade classrooms participated inthis pilot study, one acting as the comparison and the other working with theschool Physical Education teacher to develop the active lessons. The evaluationconsisted of accelerometers, direct observation, academic assessments and awrite and draw activity to assess student perceptions. Significant improvementswere found in steps achieved during math and on-task behavior. Findings revealutilizing PA driven lessons is an effective teaching strateg

Brain Blasters: A Pilot Study Designed to Enhance the Utilization of Classroom Physical Activity

Utilizing classroom physical activity (PA) resources in one method to increase PA and has been found to improve on-task behavior as well as academic performance. Based on surveys/interviews with teachers in the Omaha metro a pilot program entitled Brain Blasters was developed. The program focused on increasing teachers\u27 knowledge of classroom PA resources and ways to overcome reported barriers for utilizing PA in their classrooms. The pilot was executed in two elementary classrooms in the Omaha metro area. The pilot consisted of identifying a PA champion within each school to promote the program, conducting a 45-minute training, sending weekly resource emails and providing resources in teachers\u27 school mailboxes. The evaluation consisted of quantitative and qualitative measures. Results found teachers had a positive view of the project and the majority found the resources to be helpful. Future classroom PA promotion efforts should work with school personnel to identify the best methods for delivering resources to each particular school