Partnerships for active children in elementary schools: outcomes of a 2-year pilot study to increase physical activity during the school day
Abstract
PURPOSE: To evaluate the impact of the pilot study Partnerships for Active Children in Elementary Schools on the percentage of children achieving the Institute of Medicine guideline of 30 minutes of moderate-to-vigorous physical activity (MVPA) during the school day. DESIGN: Pre/multiple post-quasi-experimental. SETTING: Four elementary schools. PARTICIPANTS: Physical education (n = 3) and classroom teachers (n = 12) and students (n = 229). INTERVENTION: Partnerships for Active Children in Elementary Schools was a multicomponent, theory-driven intervention facilitated through school-university partnerships. Intervention approaches included communities of practice, community-based participatory research, and service learning. MEASURES: Accelerometer-derived percentage of children accumulating 30 minutes of MVPA during the school day. ANALYSIS: Multilevel mixed-effects regression estimated MVPA differences over time. RESULTS: Compared to control, a 2.4% (95% confidence interval [CI]: -0.0% to 4.8%) and 8.8% (95% CI: -0.3% to 15.4%) increase in the percentage of time girls and boys engaged in MVPA during the school day was observed. The percentage of boys and girls in the intervention group achieving 30 minutes of MVPA/day increased from 57.5% to 70.7% and 35.4% to 56.9%, respectively. Boys and girls in the control group decreased from 61.5% to 56.4% and 52.6% to 41.9%, respectively. However, these changes did not reach statistical significance. CONCLUSION: Partnerships for Active Children in Elementary Schools demonstrated meaningful impact on children's MVPA during the school day by increasing boys' and girls' MVPA. However, additional strategies may be required to help schools achieve the Institute of Medicine guideline.
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There was no overall pattern in differential response by sex, with some studies reporting a greater effect for girls than boys and vice versa.
“There was no overall pattern, with some studies reporting a greater effect for girls than boys79, 91 and vice versa.75”
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 [79]
Extending physical activity opportunities via increasing PE time or increasing recess time led to an inconclusive evidence rating.
“Extending PA opportunities via increasing PE time62, 69, 79 or increasing recess time51, 78 led to an inconclusive evidence rating.”
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 [79]
Enhancing existing physical activity opportunities included enhancing PA in PE, recess, and overall school PA, but these enhancements resulted in an overall rating of no evidence of effect on MVPA.
“Enhancing existing PA opportunities included enhancing PA in PE,62, 69, 79 recess,49, 50,52, 53, 54,61, 76, 84, 86, 87, 94 and overall school PA,70, 71, 92, 100 but these enhancements resulted in an overall rating of no evidence of effect on MVPA.”
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 [79]
A small number of included studies considered sex differences in terms of intervention effectiveness.
“Whilst a small number of studies considered sex differences in terms of intervention effectiveness”
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 [79]
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Self-citation
- Authors
- Weaver, R. G., Webster, C. A., Egan, C., Campos, C. M. C., Michael, R. D., & Vazou, S.
- Affiliations
- University of South Carolina (US)
- Iowa State University (US)
- Corresponding author
- Weaver, R. Glenn
- Venue
- American Journal of Health Promotion
- Publisher
- SAGE Publications
- Published
- 2017-05-08
- Volume
- 32
- Issue
- 3
- Pages
- 621-630
- ISSN
- 0890-1171 (ISSN-L)
- 2168-6602
- OpenAlex
- W2612325636
- Cited by
- 40
- References
- 35
- Citations by year
- 2025: 1 · 2024: 2 · 2023: 1 · 2022: 6 · 2021: 11 · 2020: 11 · 2019: 3 · 2018: 4 · 2017: 1
- FWCI
- 3.84
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Journal of Health Promotion (publishedVersion)
- PubMed (publishedVersion)
- University of Birmingham Research Portal (University of Birmingham) (submittedVersion)
- Topics
- Health Sciences › Medicine › Physiology › Physical Activity and Health
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Physical Education and Pedagogy
- Keywords
- school-based physical activity, moderate-to-vigorous physical activity, elementary school students, university-school partnership, community-based participatory research, service-learning, communities of practice, physical education, classroom teachers, gender differences in physical activity, accelerometer-measured activity, Institute of Medicine guidelines
- MeSH terms
- Child, Female, Health Promotion, Humans, Male, Physical Education and Training, Pilot Projects, Schools, Sex Factors, Time Factors, Exercise, Racial Groups, Sedentary Behavior, Accelerometry
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