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A non-equivalent group pilot trial of a school-based physical activity and fitness intervention for 10–11 year old english children: born to move
BACKGROUND: PE lessons are the formal opportunity in schools for promotion of physical activity and fitness. This study aimed to evaluate the effectiveness of a pilot PE intervention on physical activity, fitness, and psychosocial outcomes. METHODS: Participants were 139 children aged 10–11 years fr...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2016
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4995637/ https://www.ncbi.nlm.nih.gov/pubmed/27553010 http://dx.doi.org/10.1186/s12889-016-3550-7 |
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author | Fairclough, Stuart J. McGrane, Bronagh Sanders, George Taylor, Sarah Owen, Michael Curry, Whitney |
author_facet | Fairclough, Stuart J. McGrane, Bronagh Sanders, George Taylor, Sarah Owen, Michael Curry, Whitney |
author_sort | Fairclough, Stuart J. |
collection | PubMed |
description | BACKGROUND: PE lessons are the formal opportunity in schools for promotion of physical activity and fitness. This study aimed to evaluate the effectiveness of a pilot PE intervention on physical activity, fitness, and psychosocial outcomes. METHODS: Participants were 139 children aged 10–11 years from four schools. For six weeks children in two schools received a twice-weekly pilot ‘Born to Move’ (BTM) physical activity (PA) and fitness intervention alongside one regular PE lesson. Children in the two comparison (COM) schools received their regular twice weekly PE lessons. Outcomes were lesson time and whole-day light (LPA), moderate (MPA), vigorous (VPA), and MVPA, and sedentary time, muscular fitness, cardiorespiratory fitness (CRF), and lesson-specific perceived exertion, enjoyment, and perceived competence. Outcomes were assessed at baseline (T0), midway through the intervention (T1), and at the end (T2) using ANOVAs and ANCOVAs. Intervention fidelity was measured using child and teacher surveys at T2 and analysed using Chi-square tests. RESULTS: The BTM group engaged in moderate PA for significantly more lesson time (29.4 %) than the COM group (25.8 %; p = .009, d = .53). The amount of moderate-to-vigorous PA (MVPA) during the T1 BTM lesson contributed 14.0 % to total MVPA, which was significantly more than the COM group’s T1 PE lesson (11.4 %; p < .001, d = .47). The BTM group were significantly more active during the whole-day (p < .05) and the school-day (p < .01). In both groups push-up test performance increased (p < .001) and CRF test performance decreased (p < .01). Perceived exertion, enjoyment, and perceived competence increased in both groups (p < .05), but the BTM group rated their enjoyment of the T1 BTM lesson higher than the COM group rated their PE lesson (p = .02, d = .56). The children’s and teachers’ responses to the intervention indicated that the delivery aims of enjoyment, engagement, inclusivity, and challenge were satisfied. CONCLUSIONS: The BTM pilot programme has potential to positively impact on physical activity, fitness, and psychosocial outcomes. Further, BTM was enjoyed by the children, and valued by the teachers. This study can inform the design of a modified larger-scale cluster RCT evaluation. |
format | Online Article Text |
id | pubmed-4995637 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2016 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-49956372016-08-25 A non-equivalent group pilot trial of a school-based physical activity and fitness intervention for 10–11 year old english children: born to move Fairclough, Stuart J. McGrane, Bronagh Sanders, George Taylor, Sarah Owen, Michael Curry, Whitney BMC Public Health Research Article BACKGROUND: PE lessons are the formal opportunity in schools for promotion of physical activity and fitness. This study aimed to evaluate the effectiveness of a pilot PE intervention on physical activity, fitness, and psychosocial outcomes. METHODS: Participants were 139 children aged 10–11 years from four schools. For six weeks children in two schools received a twice-weekly pilot ‘Born to Move’ (BTM) physical activity (PA) and fitness intervention alongside one regular PE lesson. Children in the two comparison (COM) schools received their regular twice weekly PE lessons. Outcomes were lesson time and whole-day light (LPA), moderate (MPA), vigorous (VPA), and MVPA, and sedentary time, muscular fitness, cardiorespiratory fitness (CRF), and lesson-specific perceived exertion, enjoyment, and perceived competence. Outcomes were assessed at baseline (T0), midway through the intervention (T1), and at the end (T2) using ANOVAs and ANCOVAs. Intervention fidelity was measured using child and teacher surveys at T2 and analysed using Chi-square tests. RESULTS: The BTM group engaged in moderate PA for significantly more lesson time (29.4 %) than the COM group (25.8 %; p = .009, d = .53). The amount of moderate-to-vigorous PA (MVPA) during the T1 BTM lesson contributed 14.0 % to total MVPA, which was significantly more than the COM group’s T1 PE lesson (11.4 %; p < .001, d = .47). The BTM group were significantly more active during the whole-day (p < .05) and the school-day (p < .01). In both groups push-up test performance increased (p < .001) and CRF test performance decreased (p < .01). Perceived exertion, enjoyment, and perceived competence increased in both groups (p < .05), but the BTM group rated their enjoyment of the T1 BTM lesson higher than the COM group rated their PE lesson (p = .02, d = .56). The children’s and teachers’ responses to the intervention indicated that the delivery aims of enjoyment, engagement, inclusivity, and challenge were satisfied. CONCLUSIONS: The BTM pilot programme has potential to positively impact on physical activity, fitness, and psychosocial outcomes. Further, BTM was enjoyed by the children, and valued by the teachers. This study can inform the design of a modified larger-scale cluster RCT evaluation. BioMed Central 2016-08-24 /pmc/articles/PMC4995637/ /pubmed/27553010 http://dx.doi.org/10.1186/s12889-016-3550-7 Text en © The Author(s). 2016 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. |
spellingShingle | Research Article Fairclough, Stuart J. McGrane, Bronagh Sanders, George Taylor, Sarah Owen, Michael Curry, Whitney A non-equivalent group pilot trial of a school-based physical activity and fitness intervention for 10–11 year old english children: born to move |
title | A non-equivalent group pilot trial of a school-based physical activity and fitness intervention for 10–11 year old english children: born to move |
title_full | A non-equivalent group pilot trial of a school-based physical activity and fitness intervention for 10–11 year old english children: born to move |
title_fullStr | A non-equivalent group pilot trial of a school-based physical activity and fitness intervention for 10–11 year old english children: born to move |
title_full_unstemmed | A non-equivalent group pilot trial of a school-based physical activity and fitness intervention for 10–11 year old english children: born to move |
title_short | A non-equivalent group pilot trial of a school-based physical activity and fitness intervention for 10–11 year old english children: born to move |
title_sort | non-equivalent group pilot trial of a school-based physical activity and fitness intervention for 10–11 year old english children: born to move |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4995637/ https://www.ncbi.nlm.nih.gov/pubmed/27553010 http://dx.doi.org/10.1186/s12889-016-3550-7 |
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