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

Autor/inn/en	Cheung, Patricia; Franks, Padra; Kramer, Michael; Drews-Botsch, Carolyn; Welsh, Jean; Kay, Christi; Weiss, Paul; Gazmararian, Julie
Titel	Impact of a Georgia elementary school-based intervention on physical activity opportunities. A quasi-experimental study. Gefälligkeitsübersetzung: Der Einfluss einer grundschulbasierten Intervention in Georgia auf Gelegenheiten zur körperlichen Aktivität. Eine quasi-experimentelle Studie.
Quelle	In: Journal of science and medicine in sport, 22 (2019) 2, S. 191-195 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1440-2440; 1878-1861
DOI	10.1016/j.jsams.2018.07.015
Schlagwörter	Förderungsmaßnahme; Kind; Schulpause; Grundschule; Gesundheitsförderung; Bewegung (Motorische); Sportmedizin; Weiterbildung; Bewegungsangebot; Effektivität; Intervention; Prävention; Strategie; USA
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: 8 min per week; 99% confidence interval: 0-17), during in-class breaks (mean difference: 11 min per week, 99% confidence interval: 3-20), and before school (mean difference: 8 min 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. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2019/3