An integrated curriculum approach to increasing habitual physical activity in children: a feasibility study
Abstract
A relatively new concept is that of "integrating" physical activity throughout the school curriculum, thereby teaching children about lifestyle physical activity in a variety of contexts. One method by which this may be achieved is by utilizing pedometers as a motivational and educational tool for measuring accumulated physical activity. No research is available that shows in-depth integration of physical activity into the curriculum or that investigates the efficacy of pedometer use for this purpose. The purposes of this study were to (1) design and implement a 4-week elementary school curriculum unit, based around pedometer walking and (2) quantify, using pedometry, the physical activity levels of children (N = 78) prior to, and during, the unit implementation. Results showed that more than one half of the participants were achieving >15,000 steps daily, and children were significantly more active on weekdays than weekends (p = .0001). Boys were more active than girls at baseline (p = .01) and during intervention weekdays (p = .03). Differences between baseline and intervention weekdays were nonsignificant for the complete sample; however, significant increases in step counts were observed when the children with low activity levels, especially females, were examined separately. Overall, the integration of physical activity using pedometer-based activities is feasible. However, any increases in activity may be restricted to children who are least active.
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2 studies included in this review reinforced a larger effect for the least active participants.
“2 studies included in this review reinforced a larger effect for the least active participants.71, 102”
From A mixed-studies systematic review and meta-analysis of school-based interventions to promote physical activity and/or reduce sedentary time in children (2020) · cites this paper as [102]
A total of 3 studies identified differential responses based on baseline characteristics, including 2 studies that reported a larger effect for the least active participants.
“A total of 3 studies identified differential responses based on baseline characteristics, including 2 studies that reported a larger effect for the least active participants.71, 102”
From A mixed-studies systematic review and meta-analysis of school-based interventions to promote physical activity and/or reduce sedentary time in children (2020) · cites this paper as [102]
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Embling, A. (2011) · SUNY Digital Repository Support (State University of New York System)
The effect of intermittent activity on Postprandial Lipemia in children
Faithfull, K. (2011) · Tuwhera (Auckland University of Technology)
Holistic Education: A Vision for 21st Century New Zealand Primary School Classrooms
Hall, S. (2014) · Research Commons (University of Waikato)
Opettajien käsityksiä terveystiedon ja liikunnan integraatiosta yläkoulussa
Weckström, V. (2015) · Jyväskylä University Digital Archive (University of Jyväskylä)
This Project for the Master in Teaching Degree
Aluru, B. (2013)
Lichamelijke activiteit bij jongeren
Kemper, H. C. G. (2016) · Bohn Stafleu van Loghum eBooks · doi:10.1007/978-90-368-1607-6_5
Kozera, T. R. (2006) · Mspace (University of Manitoba)
The effects of the CHANGE! intervention on children's physical activity and health
Mackintosh, K. A. (2012) · Liverpool John Moores University
Survey of Physical Fitness Level for Elementary and Junior High School Student in Palembang
Iryakus (2018) · Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education (ICE) · doi:10.2991/ice-17.2018.3
Ahmadi, M. N. (2020) · Queensland University of Technology · doi:10.5204/thesis.eprints.206178
The Impact of Integrating Mathematics into Elementary Physical Education
Cosgrove, B. (2020)
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Estimated Energy Expenditure during Classroom-Based Physical Activity
Kahan, D., Thompson, H. R., Zielke, C., & Punzalan, B. E. (2025) · Translational Journal of the American College of Sports Medicine · doi:10.1249/tjx.0000000000000321
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- Authors
- Oliver, M., Schofield, G., & McEvoy, E.
- Affiliations
- Auckland University of Technology (NZ)
- ORCID
- Schofield, Grant
- Venue
- Journal of School Health
- Publisher
- Wiley
- Published
- 2006-02
- Volume
- 76
- Issue
- 2
- Pages
- 74-79
- ISSN
- 0022-4391 (ISSN-L)
- 1746-1561
- OpenAlex
- W2090685615
- Cited by
- 101
- References
- 29
- Citations by year
- 2026: 1 · 2025: 2 · 2024: 3 · 2023: 1 · 2022: 2 · 2021: 3 · 2020: 7 · 2019: 6 · 2018: 4 · 2017: 3 · 2016: 3 · 2015: 7 · 2014: 9 · 2013: 7 · 2012: 7
- FWCI
- 5.49
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of School Health (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Medicine › Physiology › Physical Activity and Health
- Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Physical Education and Pedagogy
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Keywords
- curriculum integration, physical activity, children, pedometers, step count, elementary school, physical activity promotion, school-based intervention, feasibility, sex differences, weekday and weekend differences
- MeSH terms
- Child, Curriculum, Feasibility Studies, Female, Health Promotion, Humans, Male, Motivation, Motor Activity, Periodicity, Physical Education and Training, School Health Services, Time Factors, Walking, Monitoring, Ambulatory
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