Use of a Novel Theory-Based Pragmatic Tool to Evaluate the Quality of Instructor-Led Exercise Videos to Promote Youth Physical Activity at Home: Preliminary Findings.

BACKGROUND: Exercise videos that work to minimize cognitive load (the amount of information that working memory can hold at one time) are hypothesized to be more engaging, leading to increased PA participation. PURPOSE: To use a theory-based pragmatic tool to evaluate the cognitive load of instructor-led exercise videos associated with the Interrupting Prolonged Sitting with ACTivity (InPACT) program. METHODS: Exercise videos were created by physical education teachers and fitness professionals. An evaluation rubric was created to identify elements each video must contain to reduce cognitive load, which included three domains with four components each [technical (visual quality, audio quality, matching modality, signaling), content (instructional objective, met objective, call-to-action, bias), and instructional (learner engagement, content organization, segmenting, weeding)]. Each category was scored on a 3-point scale from 0 (absent) to 2 (proficient). A video scoring 20-24 points induced low cognitive load, 13-19 points induced moderate cognitive load, and less than 13 points induced high cognitive load. Three reviewers independently evaluated the videos and then agreed on scores and feedback. RESULTS: All 132 videos were evaluated. Mean video total score was 20.1 ± 0.7 points out of 24. Eighty-five percent of videos were rated low cognitive load, 15% were rated moderate cognitive load, and 0% were rated high cognitive load. The following components scored the highest: audio quality and matching modality. The following components scored the lowest: signaling and call-to-action. CONCLUSIONS: Understanding the use of a pragmatic tool is a first step in the evaluation of InPACT at Home exercise videos. Our preliminary findings suggest that the InPACT at Home videos had low cognitive load. If future research confirms our findings, using a more rigorous study design, then developing a collection of instructor-led exercise videos that induce low cognitive load may help to enhance youth physical activity participation in the home environment.

Barriers to and facilitators of healthful eating and physical activity in low-income schools.

OBJECTIVE: To identify barriers to and facilitators of healthful eating and physical activity in low-income schools as perceived by school-affiliated staff. METHODS: Perceptions of barriers and facilitators were measured in low-income schools through two online surveys (Kindergarten-8th grade and high school). Sixty-nine (Kindergarten-8th grade) and 22 (high school) responses were analyzed using descriptive statistics and frequency distributions. RESULTS: Respondents felt students received too little nutrition education, physical activity, and physical education. Time within the school day and lack of funds were barriers. Family programs were highest rated for increasing nutrition education yet reported as implemented the least. CONCLUSIONS AND IMPLICATIONS: Schools are a logical place to promote healthful eating and physical activity; however, time within the school day and lack of funds are major barriers for low-income schools. Health professionals can respect these barriers by holding programs outside of classroom time and finding ways to involve families (eg, during school events).