An integrated curriculum approach to increasing habitual physical activity in deprived South Asian children.

Autor/inn/en	Eyre, Emma L. J.; Cox, V. M.; Birch, S. L.; Duncan, M. J.
Titel	An integrated curriculum approach to increasing habitual physical activity in deprived South Asian children. Gefälligkeitsübersetzung: Ein Curriculum-Ansatz zur Förderung der körperlichen Aktivität unterprivilegierter südasiatischer Kinder.
Quelle	In: European journal of sport science, 16 (2016) 3, S. 381-390 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1536-7290; 1746-1391
DOI	10.1080/17461391.2015.1062565
Schlagwörter	Empirische Untersuchung; Asien; Freizeit; Kind; Lehrplan; Schule; Sportsoziologie; Übergewicht; Sportpädagogik; Aktivität; Bewegungsverhalten; Intervention; Zählen; Kind; Schule; Aktivität; Lehrplan; Adipositas; Übergewicht; Zählen; Bewegungsverhalten; Schritt; Sportpädagogik; Sportsoziologie; Freizeit; Intervention; Asien
Abstract	Integrating physical activity (PA) within a school curriculum is a promising approach for increasing PA in children. To date, no research has examined its effectiveness in increasing the low levels of PA witnessed in deprived South Asian (SA) children. The study aims to ascertain whether an integrated school-based curriculum and pedometer intervention could increase PA in children from deprived SA backgrounds. Following ethical approval and informed consent, 134 deprived SA children (63 boys, 71 girls, control (n = 40, mean age = 11.12 years, SD = 0.32 years) and intervention (n = 94, mean age = 9.48 years, SD = 0.62 years)) from a primary school in England, UK, completed a 6-week integrated PA intervention based on virtually walking from their school (middle of the country) to the coast and back (March-July 2013). Habitual PA was determined at baseline and post 6 weeks intervention for both groups, and determined weekly during the intervention in the experimental group. The results indicated that average daily steps were significantly higher at post 6 weeks compared to baseline for the intervention group (intervention mean change = 8694 steps/day, SD = 7428 steps/day vs. control mean change = -1121 steps/day, SD = 5592 steps/day, 95% CI of difference, 6726-7428 steps/day, P = .001, d = 1.76). In addition, significant decreases in BF% and waist circumference were observed in the intervention group post 6 weeks (mean change for BF% = -4.5%, mean change for WC = -1.7cm, P=.001). School-based integrated curriculum and pedometer interventions provide a feasible and effective mechanism for increasing habitual PA in primary school children from deprived SA backgrounds. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2017/2