Academic and Psychosocial Outcomes of a Physical Activity Program with Fourth Graders: Variations Among Schools in Six Urban School Districts

The purpose was to examine academic achievement, school attachment, and peer acceptance before and after a comprehensive school-based physical activity program (CSPAP) with 378 children in 12 fourth-grade classrooms across six schools in primarily low-socioeconomic status (SES) districts of a large Midwestern metropolitan area. Both personal and normative rate of academic achievement improvement metrics were used. Overall, all students showed personal math and reading growth. However, effects varied by types of achievement indicator and comparison group, revealing noteworthy school-level demographic and implementation characteristics that are inextricably intertwined with program effectiveness and student growth. Implications, especially for minimizing generalizations, are significant

Physical Activity Change Through Comprehensive School Physical Activity Programs in Urban Elementary Schools

he impact of Comprehensive School Physical Activity Programs (CSPAPs) on urban children’s, educators’, and parents’ physical activity (PA) is relatively unknown. The purpose of this study was to explore overall changes in student, educator, and parent PA after an 8-month CSPAP-based program. This longitudinal, exploratory study implemented a CSPAP in 20 urban elementary schools, with six randomized for research. In-school PA was measured prepost for all fourth grade students using accelerometers. Parent and educator PA was self-reported using the IPAQ. RM-ANOVAs revealed significant prepost increases in minutes of student MVPA (P \u3c .001). Parents significantly increased PA (P \u3c .01) and although educators’ reported change in PA, it was not statistically significant (P = .50). This study provides unique information about the potential influence of one CSPAP on students’ overall PA, PA by individual context within the school, the differential PA patterns by race, and PA changes for educators and parents

Considering Physical Well-Being, Self-perceptions, and Support Variables in Understanding Youth Academic Achievement

The purpose of this study was to examine the relation between measures of students’ physical well-being and self-perception and their academic achievement. Specifically, we look at students’ social support for physical activity, physical activity perceptions, self-concept, self-efficacy, health behaviors, and cardiorespiratory fitness (as measured by the progressive aerobic cardiovascular endurance run [PACER] test). Students (n = 697 fifth graders) were surveyed at the beginning of the school year. A two-group path analysis revealed notable relationships between the predictor variables and proximal and distal outcomes, with some paths moderated by sex. One relationship that was significant for both sexes was cardiorespiratory fitness, as it was the only significant predictor of achievement. This effect was moderate to large for the female students (R2Math=36%; R2Read=15%) and small to large for the male students (R2Math=26%; R2Math=10%). These findings can be used to guide future research and educational prevention and intervention efforts

Access to primary care child weight management programs: Urban parent barriers and facilitators to participation

The prevalence and comorbidities of childhood obesity among low-income urban children are a significant health issue in the United States. Programs designed to assist families are underutilized. The aim of this study is to describe barriers and facilitators relevant to intervention program participation from the perspective of parents who have children who are overweight or obese. Systematic thematic analysis of focus groups and semi-structured interviews with parents from multiple urban pediatrics and family medicine practices were used to gather data. A framework analysis approach was used and a codebook of themes was developed. Transcripts were coded independently by the research team and consensus among researchers was reached. Forty-eight parents participated in the study. Perceived barriers to participation included (1) varied referral process (lack of follow-up or varying referral experience), (2) costs (time and program fee), (3) logistics (location and program schedule), and (4) child motivation. Perceived facilitators to participation included (1) systematic referral process (in-office referral and timely follow-up), (2) program content and organization, and (3) no cost. Multiple barriers and facilitators affect weight management program participation among families, which should be specifically targeted in future obesity interventions in order to effectively reach urban, minority parents and children