Impact of a Georgia elementary school-based intervention on physical activity opportunities: A quasi-experimental study
Open accessAbstract
Objectives To assess the impact of Power Up for 30, a flexible, Comprehensive School Physical Activity Program-based state-wide elementary school initiative, on school physical activity opportunities (physical education, recess, in-class physical activity, before-school physical activity, and after-school physical activity) one year after Power Up for 30 training.Design Quasi-experimental.Methods In 2013, all 1333 public Georgia elementary schools were invited to complete the School Physical Activity Survey which assessed school physical activity opportunities. Upon survey completion, schools were invited to attend training. Of the 719 (54%) schools meeting survey response criteria, 300 schools attended training by 9/2014 and 419 schools did not. Between 3/2015-5/2015, 79 trained and 80 untrained schools were randomly selected to receive a follow-up survey assessing the frequency and duration of physical activity opportunities. Analyses, adjusted for baseline physical activity opportunities and school characteristics, compared weekly minutes of physical activity opportunities at follow-up between trained and untrained schools.Results In adjusted analyses at follow-up, trained schools provided 36 more minutes of weekly physical activity opportunities than untrained schools (99% confidence interval: 16-56), particularly during recess (mean difference: 8min per week; 99% confidence interval: 0-17), during in-class breaks (mean difference: 11min per week, 99% confidence interval: 3-20), and before school (mean difference: 8min per week, 99% confidence interval: 4-12).Conclusions Flexible, multi-component interventions like Power Up for 30 increase physical activity opportunities. If future studies identify that school physical activity opportunities positively impact student physical activity, this model may be a feasible strategy for broad-scale implementation.
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In addition to the 22 studies included in the original review, eight further studies were identified as eligible.
“In addition to the 22 studies included in the original review, eight further studies were identified as eligible.”
From Improving implementation of school-based healthy eating and physical activity policies, practices, and programs: a systematic review (2021) · cites this paper as [38]
Seven studies were assessed as unclear for potential risk of recruitment to cluster.
“Seven studies were assessed as unclear [26, 37, 38, 41, 42, 46, 67], whilst the remaining study [27] was assessed as high risk of bias due to randomization occurring prior to recruitment and a lack of blinding of recruiters.”
From Improving implementation of school-based healthy eating and physical activity policies, practices, and programs: a systematic review (2021) · cites this paper as [38]
For risk of bias due to baseline imbalances, the majority of studies (n = 11) were assessed as low risk as studies accounted for imbalances by making adjustments for baseline differences during analyses, stratifying by school characteristics or through random allocation of schools to experimental groups.
“For risk of bias due to baseline imbalances, the majority of studies (n = 11) were assessed as low risk as studies accounted for imbalances by making adjustments for baseline differences during analyses, stratifying by school characteristics or through random allocation of schools to experimental groups [37, 38, 41, 46, 47, 55, 56, 58, 60, 64, 67].”
From Improving implementation of school-based healthy eating and physical activity policies, practices, and programs: a systematic review (2021) · cites this paper as [38]
Four studies reported the impact of implementation strategies on the time per week that teachers spent implementing physical activity or physical education (PE) lessons, with improvements relative to control ranging from 5.7 to 54.9 min per week (median = 36.6 min per week).
“Four studies reported the impact of implementation strategies on the time per week that teachers spent implementing physical activity or physical education (PE) lessons, with improvements, relative to control ranging from 5.7 to 54.9 min per week (median = 36.6 min per week; including the one unpublished study) [38, 54, 57].”
From Improving implementation of school-based healthy eating and physical activity policies, practices, and programs: a systematic review (2021) · cites this paper as [38]
Cheung et al. found far smaller changes in the mean minutes of physical activity offered per week, ranging from −2.4 to 13 min (significance not reported).
“However, Cheung et al. found far smaller changes in the mean minutes of physical activity offered per week, ranging from −2.4 to 13 min (significance not reported) [38].”
From Improving implementation of school-based healthy eating and physical activity policies, practices, and programs: a systematic review (2021) · cites this paper as [38]
Studies targeting the time spent on PE typically saw significant improvements following multistrategy implementation support.
“Studies targeting the time spent on PE typically saw significant improvements following multistrategy implementation support [38, 54, 57].”
From Improving implementation of school-based healthy eating and physical activity policies, practices, and programs: a systematic review (2021) · cites this paper as [38]
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Flagged first, then by citations
1 of the 21 references couldn’t be matched to a known paper.
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“56 For example, the Power Up for 30 (PU30) study included a “voluntary commitment to 30 min of PA outside of PE” and a “needs assessment of baseline PA opportunities”.(49) The former is an action that is interesting to policymakers (school administrators), but the latter is an example of an individualized approach.”
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- Authors
- Cheung, P., Franks, P., Kramer, M., Drews-Botsch, C., Welsh, J., Kay, C., Weiss, P., & Gazmararian, J.
- Affiliations
- Emory University (US)
- Corresponding author
- Cheung, Patricia
- ORCID
- Venue
- Journal of science and medicine in sport
- Publisher
- Elsevier BV
- Published
- 2019-02
- Volume
- 22
- Issue
- 2
- Pages
- 191-195
- ISSN
- 1440-2440 (ISSN-L)
- PMC
- PMC6637426
- OpenAlex
- W2885171520
- Cited by
- 11
- References
- 21
- Citations by year
- 2024: 2 · 2022: 2 · 2021: 2 · 2020: 2 · 2019: 3
- FWCI
- 1.20
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of science and medicine in sport (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- Robert Wood Johnson Foundation
- Eunice Kennedy Shriver National Institute of Child Health
- Human Development of the National Institutes of Health T32 Predoctoral Training Program in Reproductive, Perinatal, and Pediatric Epidemiology
- Topics
- Health Sciences › Medicine › Physiology › Physical Activity and Health
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Obesity, Physical Activity, Diet
- Keywords
- school-based physical activity intervention, elementary school, recess, physical education, after-school physical activity, Comprehensive School Physical Activity Program, school training, Georgia
- MeSH terms
- Child, Georgia, Health Promotion, Humans, Physical Education and Training, Surveys and Questionnaires, Schools, Students, Exercise
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