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Physical Activity Interventions in the School Setting

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A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Exercise and Health".

Deadline for manuscript submissions: closed (10 March 2023) | Viewed by 11665

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Special Issue Editor

Prof. Dr. Collin A. Webster

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Guest Editor

School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham Dubai, Dubai 341799, UAE
Interests: youth physical activity promotion; comprehensive school physical activity programs; physical education teacher education

Special Issue Information

Dear Colleagues,

Physical inactivity represents a paramount public health concern globally, and COVID-19 has exacerbated the challenges involved with physical activity promotion. There is international consensus that the school environment offers a natural venue for early intervention to increase the physical activity behavior of children and adolescents and, optimally, promote positive trajectories of health across the lifespan. Nevertheless, despite mounting efforts to generate desired changes in school practices and youth physical activity during both regular (in-person) and alternative (virtual, hybrid) programming, sustainable shifts in dominant education paradigms (i.e., the way schools operate) and widescale impact on the physical inactivity pandemic remain elusive.

The purpose of this Special Issue is to consolidate cutting-edge scholarship addressing the topic of physical activity interventions in the school setting. Papers introducing innovative approaches to such interventions, with careful attention to overcoming known barriers to effective implementation and continuation of physical activity promotion through schools, are of particular interest. A broad range of article types will be considered, including conceptual/theoretical models, reviews (e.g., narrative, systematic, scoping), meta-analyses, descriptive/correlational analyses, experimental designs, qualitative methods, mixed-methods, and instrument development. Attention to diversity and issues of equity is encouraged. Submissions with strong scientific foundations (e.g., theoretical, methodological) and explicit translation of research to practice will be given priority.

Prof. Dr. Collin A. Webster
Guest Editor

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Keywords

school-based physical activity
youth physical activity promotion
intervention
trial
experiment
program
youth
children
adolescents

Published Papers (6 papers)

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Research

14 pages, 766 KiB

Open AccessArticle

Flipping the Script: An Initial Exploration of Flipped Learning as an Enhanced Alternative to Traditional Physical Education Lessons

by Chad M. Killian, Sarah M. Espinoza, Collin A. Webster, Belden Long, Mark Urtel, Amelia Mays Woods and Emily M. D’Agostino

Int. J. Environ. Res. Public Health 2022, 19(22), 15188; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph192215188 - 17 Nov 2022

Cited by 3 | Viewed by 1409

Abstract

Background: Physical activity (PA) is related to a variety of positive outcomes for youth and physical education (PE) represents a primary school-based environment where students can engage in moderate-to-vigorous physical activity (MVPA). Limitations exist in secondary schools with low socio-economic status, where MVPA engagement is generally below the recommended 50% of lesson time. Growing evidence suggests that using a flipped learning approach (FLA) may naturally enhance PE lessons as outlined by The Theory of Expanded, Extended, and Enhanced Opportunities for Youth Physical Activity Promotion. Purpose: The purpose of this study was to compare the impact of the FLA to traditional instruction on student MVPA, lesson context, and teacher involvement during middle school PE lessons. Methods: Participants were 56 male students from two 7th-grade classes from a low-SES, suburban school. This study employed the System for Observing Fitness Instruction Time (SOFIT). Data were examined through descriptive statistics. Linear regression models were used to predict SOFIT outcomes as a function of FLA versus traditional instruction. Results: Students in the FLA class spent significantly more class time in MVPA (p < 0.01). Regression models predicted participants in FLA classes would spend 55% more class time in MVPA (p < 0.01). After adjusting for covariates, models showed students in FLA classes would spend almost 18 more minutes in MVPA than students in traditional classes (p < 0.01). Discussion/Conclusion: The FLA may be a practical lesson enhancement strategy to increase student MVPA and improve PE opportunities for students in low SES schools when compared to the use of traditional instruction. The results of this study demonstrated positive potential of using FLA in PE but should be considered within the context of their limitations. Further examination of the FLA is warranted. Full article

(This article belongs to the Special Issue Physical Activity Interventions in the School Setting)

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23 pages, 576 KiB

Open AccessArticle

A Summary of One Research Team’s Contributions to Understanding Physical Activity Behavior in Children and Youth

by Russell R. Pate, Rod K. Dishman, Marsha Dowda, Kerry L. McIver, Karin A. Pfeiffer, Dwayne E. Porter, Ruth P. Saunders and Dianne S. Ward

Int. J. Environ. Res. Public Health 2022, 19(21), 14136; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph192114136 - 29 Oct 2022

Viewed by 1622

Abstract

Schools are well-positioned to provide physical activity opportunities to help youth achieve the recommended 60 or more daily minutes of moderate-to-vigorous physical activity. The Children’s Physical Activity Research Group (CPARG) at the University of South Carolina has focused on understanding physical activity in school-aged youth for 30+ years. The purpose of this article was to critically review (CPARG) contributions to the field in school settings and school-age youth. We reviewed 127 published CPARG articles from six research projects conducted between 1993–2019. The review was guided by questions in five categories: measurement of physical activity and its determinants, characteristics of physical activity behavior, correlates/determinants of physical activity, physical activity interventions, and race/ethnicity and physical activity. Results were summarized by question and synthesized across categories. CPARG contributions included assessing physical activity levels, patterns, forms, and contexts; identifying and measuring physical activity correlates/determinants; and conducting school-based physical activity interventions. Identifying multiple domains of physical activity determinants enables researchers and practitioners to select/design age-appropriate, valid, and reliable instruments to assess determinants. Focusing on determinants enables them to create effective physical activity interventions, environments, programs, and policies in schools. These efforts must address race/ethnicity differences, ensuring that measurement instruments and intervention strategies are culturally appropriate. Full article

(This article belongs to the Special Issue Physical Activity Interventions in the School Setting)

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21 pages, 417 KiB

Open AccessArticle

Association of Physical Educators’ Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation

by Christopher Barton Merica, Cate A. Egan, Collin A. Webster, Diana Mindrila, Grace Goc Karp, David R. Paul and Karie Lee Orendorff

Int. J. Environ. Res. Public Health 2022, 19(19), 12005; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph191912005 - 22 Sep 2022

Cited by 2 | Viewed by 1367

Abstract

Comprehensive school physical activity programs (CSPAPs) are recommended to support physical education (PE) and increase the amount of physical activity (PA) youth receive each day. However, adoption of CSPAPs in the United States is low. PE teachers are well positioned to lead the implementation of CSPAPs, but research is needed to better understand (a) PE teachers’ confidence to assume the multiple roles involved with CSPAP implementation and (b) the factors that are associated with such confidence. This study examined PE teachers’ role breadth self-efficacy (RBSE) as a measure of PE teachers’ CSPAP-related confidence and its association with seminal life experiences as framed within teacher socialization theory. A survey was emailed to a stratified-random sample of 2976 PE teachers and distributed on social media, garnering a total of 259 responses. Exploratory structural equation modeling supported a three-factor solution for teacher socialization variables (acculturation, professional socialization and organizational socialization), in line with the theoretical framework, and a single factor solution for RBSE. Professional socialization and organizational socialization were significant predictors of RBSE, and qualitative data from open-ended survey questions supported these relationships. The results highlight the importance of preservice teacher education and current employment contexts in PE teachers’ CSPAP-related confidence. Full article

(This article belongs to the Special Issue Physical Activity Interventions in the School Setting)

9 pages, 2110 KiB

Open AccessArticle

Impact of Virtual vs. In-Person School on Children Meeting the 24-h Movement Guidelines during the COVID-19 Pandemic

by Christopher D. Pfledderer, Michael W. Beets, Sarah Burkart, Elizabeth L. Adams, Robert Glenn Weaver, Xuanxuan Zhu and Bridget Armstrong

Int. J. Environ. Res. Public Health 2022, 19(18), 11211; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph191811211 - 07 Sep 2022

Cited by 4 | Viewed by 1911

Abstract

The pandemic mitigation strategy of closing schools, while necessary, may have unintentionally impacted children’s moderate-to-vigorous physical activity (MVPA), sleep, and time spent watching screens. In some locations, schools used hybrid attendance models, with some days during the week requiring in-person and others virtual attendance. This scenario offers an opportunity to evaluate the impact of attending in-person school on meeting the 24-h movement guidelines. Children (N = 690, 50% girls, K–5th) wore wrist-placed accelerometers for 14 days during October/November 2020. Parents completed daily reports on child time spent on screens and time spent on screens for school. The schools’ schedule was learning for 2 days/week in-person and 3 days/week virtually. Using only weekdays (M–F), the 24-h movement behaviors were classified, and the probability of meeting all three was compared between in-person vs. virtual learning and across grades. Data for 4956 weekdays (avg. 7 d/child) were collected. In-person school was associated with a greater proportion (OR = 1.70, 95% CI: 1.33–2.18) of days that children were meeting the 24-h movement guidelines compared to virtual school across all grades. Students were more likely to meet the screen time (OR = 9.14, 95% CI: 7.05–11.83) and MVPA (OR = 1.50, 95% CI: 1.25–1.80) guidelines and less likely to meet the sleep (OR = 0.73, 95% CI: 0.62–0.86) guidelines on the in-person compared to the virtual school days. Structured environments, such as school, have a protective effect on children’s movement behaviors, especially physical activity and screen time. Full article

(This article belongs to the Special Issue Physical Activity Interventions in the School Setting)

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13 pages, 2075 KiB

Open AccessArticle

Adolescents’ Behaviors, Fitness, and Knowledge Related to Active Living before and during the COVID-19 Pandemic: A Repeated Cross-Sectional Analysis

by Senlin Chen, Baofu Wang, Stacy Imagbe, Xiangli Gu, Jared Androzzi, Yang Liu, Sami R. Yli-Piipari, Gang Hu and Amanda E. Staiano

Int. J. Environ. Res. Public Health 2022, 19(5), 2560; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph19052560 - 23 Feb 2022

Cited by 3 | Viewed by 2103

Abstract

Background: Nearly all schools in the United States experienced shutdown followed by phased reopening during the COVID-19 pandemic, thereby limiting students’ opportunities for physical activity (PA). This study aimed to examine adolescents’ PA at school (PAS) and PA out-of-school (PAO), screen-based sedentary behaviors (SbSB), health-related fitness, and knowledge understanding about PA and fitness before and during the pandemic. Methods: Three rounds of data were collected: Time 1 pre-pandemic (January 2020; n = 405), Time 2 schools partially reopened (February 2021; n = 412), and Time 3 schools fully reopened (March 2021; n = 450). Adolescents completed the Youth Activity Profile, the 20 m Progressive Aerobic Cardiovascular Endurance Run (PACER) test and Plank test, and a written test, to measure the behaviors (T1, T2, T3), fitness (T2–T3), and knowledge (T1, T2, T3), respectively. Results: Inferential statistical analyses revealed a significant time effect for the behaviors and fitness. From T1 to T2 PAO decreased but PAS increased; whereas SbSB decreased at T3 compared to T1 and T2. Health-related fitness improved from T2 to T3. Further, the change patterns for SbSB varied by grade, and those for knowledge understanding varied by gender. Conclusion: The findings confirm the disruptive impact of the COVID-19 pandemic on adolescents’ active living but varied by school grade and gender. The favorable changes from T2 to T3 observed for fitness and other constructs may be partially attributable to an interrupted fitness education intervention. The findings may guide the design and evaluation of future interventions addressing the physical inactivity pandemic during public health crises (e.g., COVID-19). Full article

(This article belongs to the Special Issue Physical Activity Interventions in the School Setting)

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22 pages, 1825 KiB

Open AccessArticle

Parents’ and Early Childhood Educators’ Perceptions on Movement and Learning Program Implementation

by Myrto F. Mavilidi, Sue Bennett, Fred Paas, Anthony D. Okely and Spyridoula Vazou

Int. J. Environ. Res. Public Health 2021, 18(22), 11913; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph182211913 - 13 Nov 2021

Cited by 1 | Viewed by 2124

Abstract

There is currently limited evidence on parents’ and early childhood educators’ perspectives on implementing programs that combine cognitive and motor tasks in early childhood. An online survey was distributed across Australia through social network platforms and emails at preschool centres, asking 65 parents of preschool children and early childhood educators about their preferences on program delivery, duration, and mode. Responses from the survey were evaluated in order to develop and pilot a 4 week home-based (n = 5 parents) and a 6 week school-based program (n = 5 educators) including cognitively engaging physical activity, requesting parents’ and educators’ perspectives, respectively, about the program components. Results from the online survey showed a preference for programs with online (e.g., video-based) compared to traditional delivery (e.g., books), emphasising the potential benefits on children’s physical activity levels, sleep, and cognitive function. However, after piloting the program, educators preferred to use the book version instead of the video. This program has the potential to become part of daily regular practice. Barriers reported include logistics issues (i.e., book size), connectivity issues with internet, and the need for varying activities. Full article

(This article belongs to the Special Issue Physical Activity Interventions in the School Setting)

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