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Physical activity strategies in low-resource elementary schools: Why and how are they prioritized?

Most US children do not achieve the recommended daily 60 minutes of moderate to vigorous physical activity (PA). Schools are ideal settings to promote PA given their reach to large child populations, including students with less resources and limited access to PA opportunities. Although limited in n...

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Autores principales: Acosta, Maria Elena, Matsuzaki, Mika, Slater, Sandra J., Sanchez-Vaznaugh, Emma V.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8209743/
https://www.ncbi.nlm.nih.gov/pubmed/34178588
http://dx.doi.org/10.1016/j.pmedr.2021.101430
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author Acosta, Maria Elena
Matsuzaki, Mika
Slater, Sandra J.
Sanchez-Vaznaugh, Emma V.
author_facet Acosta, Maria Elena
Matsuzaki, Mika
Slater, Sandra J.
Sanchez-Vaznaugh, Emma V.
author_sort Acosta, Maria Elena
collection PubMed
description Most US children do not achieve the recommended daily 60 minutes of moderate to vigorous physical activity (PA). Schools are ideal settings to promote PA given their reach to large child populations, including students with less resources and limited access to PA opportunities. Although limited in numbers, schools that offer enough PA strategies can provide insights to increase PA in these settings. However, few studies have examined why and how these schools successfully prioritize PA strategies, particularly schools serving socioeconomically disadvantaged student populations. This qualitative study of low-resource, PA-supportive schools was conducted during 2017–2018 to obtain in-depth information about why and how schools make decisions to prioritize and implement PA strategies. Forty-two study participants in 17 states plus Washington DC were recruited. Content analysis revealed the following themes: (1) Schools prioritize PA because it helps advance learning and health goals; (2) Policies and standards for PA/PE reinforce the importance of PA; (3) A culture of learning and health advances decisions to offer PA; (4) Advocates play a key role in generating support to integrate PA; (5) Stakeholder buy-in enables decisions to offer PA opportunities; (6) Collaboration focused on PA specifically can facilitate decisions to increase PA strategies; and (7) Funding and resources drive decisions to put PA strategies into practice. The study findings offer insights that may be useful in efforts to increase access to PA opportunities in low-resource elementary schools.
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spelling pubmed-82097432021-06-25 Physical activity strategies in low-resource elementary schools: Why and how are they prioritized? Acosta, Maria Elena Matsuzaki, Mika Slater, Sandra J. Sanchez-Vaznaugh, Emma V. Prev Med Rep Regular Article Most US children do not achieve the recommended daily 60 minutes of moderate to vigorous physical activity (PA). Schools are ideal settings to promote PA given their reach to large child populations, including students with less resources and limited access to PA opportunities. Although limited in numbers, schools that offer enough PA strategies can provide insights to increase PA in these settings. However, few studies have examined why and how these schools successfully prioritize PA strategies, particularly schools serving socioeconomically disadvantaged student populations. This qualitative study of low-resource, PA-supportive schools was conducted during 2017–2018 to obtain in-depth information about why and how schools make decisions to prioritize and implement PA strategies. Forty-two study participants in 17 states plus Washington DC were recruited. Content analysis revealed the following themes: (1) Schools prioritize PA because it helps advance learning and health goals; (2) Policies and standards for PA/PE reinforce the importance of PA; (3) A culture of learning and health advances decisions to offer PA; (4) Advocates play a key role in generating support to integrate PA; (5) Stakeholder buy-in enables decisions to offer PA opportunities; (6) Collaboration focused on PA specifically can facilitate decisions to increase PA strategies; and (7) Funding and resources drive decisions to put PA strategies into practice. The study findings offer insights that may be useful in efforts to increase access to PA opportunities in low-resource elementary schools. 2021-06-06 /pmc/articles/PMC8209743/ /pubmed/34178588 http://dx.doi.org/10.1016/j.pmedr.2021.101430 Text en © 2021 The Authors. Published by Elsevier Inc. https://creativecommons.org/licenses/by-nc-nd/4.0/This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
spellingShingle Regular Article
Acosta, Maria Elena
Matsuzaki, Mika
Slater, Sandra J.
Sanchez-Vaznaugh, Emma V.
Physical activity strategies in low-resource elementary schools: Why and how are they prioritized?
title Physical activity strategies in low-resource elementary schools: Why and how are they prioritized?
title_full Physical activity strategies in low-resource elementary schools: Why and how are they prioritized?
title_fullStr Physical activity strategies in low-resource elementary schools: Why and how are they prioritized?
title_full_unstemmed Physical activity strategies in low-resource elementary schools: Why and how are they prioritized?
title_short Physical activity strategies in low-resource elementary schools: Why and how are they prioritized?
title_sort physical activity strategies in low-resource elementary schools: why and how are they prioritized?
topic Regular Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8209743/
https://www.ncbi.nlm.nih.gov/pubmed/34178588
http://dx.doi.org/10.1016/j.pmedr.2021.101430
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