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. 2019 Feb;22(2):191-195.
doi: 10.1016/j.jsams.2018.07.015. Epub 2018 Jul 30.

Impact of a Georgia elementary school-based intervention on physical activity opportunities: A quasi-experimental study

Patricia Cheung  1 , Padra Franks  2 , Michael Kramer  3 , Carolyn Drews-Botsch  3 , Jean Welsh  4 , Christi Kay  2 , Paul Weiss  5 , Julie Gazmararian  3
Affiliations

Impact of a Georgia elementary school-based intervention on physical activity opportunities: A quasi-experimental study

Patricia Cheung et al. J Sci Med Sport. 2019 Feb.

Abstract

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.

Keywords: Exercise; Physical education and training; School health services; Schools; Surveys and questionnaires.

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