Systematic review and meta-analysis of physical activity interventions to increase elementary children's motor competence: a comprehensive school physical activity program perspective.

BACKGROUND: Regular participation in physical activity (PA) benefits children's health and well-being and protects against the development of unhealthy body weight. A key factor in children's PA participation is their motor competence (MC). The comprehensive school physical activity program (CSPAP) framework offers a way to classify existing PA interventions that have included children's MC development and understand the potential avenues for supporting children's MC. However, there have been no systematic reviews or meta-analyses of PA interventions and their effects on the MC of elementary school children (aged 5-12 years) from a CSPAP perspective. METHODS: This study was conducted in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement. We searched seven electronic databases (PubMed/Medline, Embase, ERIC, SPORTDiscus, CINAHL, Web of Science, and PsycINFO) for articles on 29 November 2021. The CSPAP framework was used to categorize the different intervention approaches. This review was registered with PROSPERO (CRD42020179866). RESULTS: Twenty-seven studies were included in the review, and twenty-six studies were included in the meta-analysis. A wide range of PA intervention approaches (e.g., single component or multicomponent) within the context of the CSPAP framework appear to be promising pathways in enhancing children's MC. The results of the aggregate meta-analysis presented that effect sizes for the development of MC from pre-and post- intervention ranged from moderate to large (Hedges' g = 0.41-0.79). The analysis revealed that the predicted moderators, including study length, delivery agent, and study design, did not result in statistically significant moderate variations in MC outcomes. There was, however, considerable heterogeneity in study design, instruments, and study context, and studies were implemented in over 11 countries across diverse settings. CONCLUSIONS: This study uniquely contributes to the literature through its primary focus on the effectiveness of PA interventions on elementary children's MC. This review emphasizes the importance of customizing CSPAP to fit the specific characteristics of each school setting, including its environmental, demographic, and resource attributes. The effectiveness of CSPAP, particularly its physical education (PE) component, is significantly enhanced when these programs are adapted to address the unique needs of each school. This adaptation can be effectively achieved through targeted professional teacher training, ensuring that PE programs are not only contextually relevant but also optimized for maximum impact in diverse educational environments. Researchers and practitioners should pursue how to effectively translate the evidence into practice to better conceptualize CSPAPs designed for children's MC development.

Whole-of-school physical activity implementation in the context of the Dubai Fitness Challenge.

INTRODUCTION: Physical activity (PA) promotion among school-aged youth is a global health priority. Recommendations for such promotion include implementing whole-of-school approaches that maximize resources across the school environment. This study examined schools' participation in an annual, government-led, and emirate-wide initiative in Dubai, called the Dubai Fitness Challenge, in which the goal is to accrue 30 minutes of PA every day for 30 days (as such, the initiative is colloquially referred to as "Dubai 30x30"). METHODS: A mixed-methods design was employed for this study. Three schools were recruited using convenience sampling. Participants were 18 physical education teachers, 20 classroom teachers, 2 principals and 45 students. Data sources included surveys, focus groups, and interviews. Data were analyzed using descriptive statistics, multinomial logistic regression, and open and axial coding to develop themes. RESULTS: School staff reported that most Dubai 30x30 activities were provided in physical education, at break times during school, and before and after school. Students reported that they mainly participated in Dubai 30x30 activities during physical education and occasionally participated in activities after school and on weekends. During school, students were more likely to reach higher PA intensity levels when they were in contexts other than the regular classroom setting. Among school staff, physical education teachers were most involved and classroom teachers were least involved in promoting Dubai 30x30. Parent engagement was high. Staff perceived that Dubai 30x30 brought the community together, but physical education teachers also indicated there was a lack of implementation guidance and they felt burdened. Participants believed Dubai 30x30 increased PA participation and helped to promote their schools. DISCUSSION: This study provides an initial glimpse into schools' participation in Dubai 30x30 and suggests that a whole-of-school PA lens is useful in gleaning information that could help to increase and optimize PA opportunities for students.

The Comprehensive School Physical Activity Program: An Invited Review.

Physical inactivity is a global challenge that necessitates early intervention during childhood. Schools are positioned to make a significant impact on children's current and future physical activity behavior, but numerous barriers hinder the implementation and sustainability of school-based physical activity opportunities. The purpose of this invited article is to provide an overview of the comprehensive school physical activity program (CSPAP) as a concept, framework, and promising approach to institutionalizing physical activity within the school environment. Despite the availability of numerous published reviews on the topic, a broad, up-to-date panorama of the CSPAP literature that encompasses and consolidates historical, conceptual, empirical, and practical perspectives is currently lacking. Contained within this article is an explanation of the public health context that undergirds the CSPAP concept, a historical perspective of the concept's origins and evolution, examples of CSPAP research, recommendations for advancing the knowledge base, and evidence-informed frameworks and principles for professional practice.

Flipping the Script: An Initial Exploration of Flipped Learning as an Enhanced Alternative to Traditional Physical Education Lessons.

BACKGROUND: Physical activity (PA) is related to a variety of positive outcomes for youth and physical education (PE) represents a primary school-based environment where students can engage in moderate-to-vigorous physical activity (MVPA). Limitations exist in secondary schools with low socio-economic status, where MVPA engagement is generally below the recommended 50% of lesson time. Growing evidence suggests that using a flipped learning approach (FLA) may naturally enhance PE lessons as outlined by The Theory of Expanded, Extended, and Enhanced Opportunities for Youth Physical Activity Promotion. PURPOSE: The purpose of this study was to compare the impact of the FLA to traditional instruction on student MVPA, lesson context, and teacher involvement during middle school PE lessons. METHODS: Participants were 56 male students from two 7th-grade classes from a low-SES, suburban school. This study employed the System for Observing Fitness Instruction Time (SOFIT). Data were examined through descriptive statistics. Linear regression models were used to predict SOFIT outcomes as a function of FLA versus traditional instruction. RESULTS: Students in the FLA class spent significantly more class time in MVPA (p < 0.01). Regression models predicted participants in FLA classes would spend 55% more class time in MVPA (p < 0.01). After adjusting for covariates, models showed students in FLA classes would spend almost 18 more minutes in MVPA than students in traditional classes (p < 0.01). DISCUSSION/CONCLUSION: The FLA may be a practical lesson enhancement strategy to increase student MVPA and improve PE opportunities for students in low SES schools when compared to the use of traditional instruction. The results of this study demonstrated positive potential of using FLA in PE but should be considered within the context of their limitations. Further examination of the FLA is warranted.

Association of Physical Educators' Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation.

Comprehensive school physical activity programs (CSPAPs) are recommended to support physical education (PE) and increase the amount of physical activity (PA) youth receive each day. However, adoption of CSPAPs in the United States is low. PE teachers are well positioned to lead the implementation of CSPAPs, but research is needed to better understand (a) PE teachers' confidence to assume the multiple roles involved with CSPAP implementation and (b) the factors that are associated with such confidence. This study examined PE teachers' role breadth self-efficacy (RBSE) as a measure of PE teachers' CSPAP-related confidence and its association with seminal life experiences as framed within teacher socialization theory. A survey was emailed to a stratified-random sample of 2976 PE teachers and distributed on social media, garnering a total of 259 responses. Exploratory structural equation modeling supported a three-factor solution for teacher socialization variables (acculturation, professional socialization and organizational socialization), in line with the theoretical framework, and a single factor solution for RBSE. Professional socialization and organizational socialization were significant predictors of RBSE, and qualitative data from open-ended survey questions supported these relationships. The results highlight the importance of preservice teacher education and current employment contexts in PE teachers' CSPAP-related confidence.

Classroom teachers' "off-the-shelf" use of movement integration products and its impact on children's sedentary behavior and physical activity.

Movement integration (MI) products are one of many MI strategies that aim to reduce students' sedentary behavior (SB) and increase physical activity (PA) during classroom time. This study examined elementary classroom teachers' off-the-shelf (i.e., no researcher support) use of MI products (GoNoodle Plus [GN], ABC for Fitness [ABC], Take10) and their impact on students' SB and PA. Teachers (N = 57) at five schools received one MI product and reported MI strategy uses/day while student (n = 1,098, 52% female, 66% Black) accelerometer-determined SB and PA was assessed. Mixed regression models estimated changes in MI uses/day and SB and PA during the school day prior to and after teachers received the MI product. GoNoodle was the only MI product where overall MI strategy uses/day increased (∆ = 0.8, 95% CI = 0.1, 1.4). Across products, students' SB increased (∆ = 2.2, 95% CI = 1.2, 3.1) while light (∆ = -1.7, 95% CI = 1.2, 3.1) and MVPA (∆ = -0.5, 95% CI = -0.8, -0.2) decreased. For GN SB (∆ = -3.3, 95% CI = -7.8, 1.3), light (∆ = 2.5, 95% CI = -0.7, 5.7), and MVPA (∆ = 0.8, 95% CI = -0.9, 2.5), did not show statistically significant change. For Take10 SB (∆ = 1.0, 95% CI = -0.2, 2.2) and MVPA (∆ = 0.1, 95% CI = -0.3, 0.6) did not change while light PA decreased (∆ = -1.1, 95% CI = -2.0, -0.3). For ABC SB increased (∆ = 11.1, 95% CI = 8.4, 13.9) while light (∆ = -7.0, 95% CI = -8.9, -5.0) and MVPA (∆ = -4.2, 95% CI = -5.2, -3.1) decreased. GN shows promise for classroom teacher use. However, given limited uptake of the other products and the lack of change in children's SB and PA, this study suggests that off-the-shelf MI products cannot be integrated into classroom routines without additional support.

Physical Education Teachers' Perceived Effectiveness in Association with Student Attendance, Teacher Adaptability, External Educational Supports, and Teaching Format During the COVID-19 Pandemic.

Spring 2020 pandemic-control policies included an abrupt shift to remote teaching, which may have affected physical education (PE) teachers' perceived effectiveness. This study examined K-12 PE teachers' perceived effectiveness in association with student attendance, teacher adaptability, PE supports, teaching format (in-person, remote synchronous, remote asynchronous, etc.), and teacher- and school-level demographics at three time points (pre-pandemic 2019-early 2020, Spring 2020, 2020-2021 school year). An electronic survey was developed by an expert panel and distributed to U.S. public school PE teachers (convenience sampling via school health-related organizations). For analyses, teacher perceived effectiveness was dichotomized (very/extremely effective= "1"; not at all/slightly/moderately effective= "0"). Logistic regression models assessed associations between perceived effectiveness and independent variables (student attendance, teacher adaptability, PE supports, teaching format, and demographic variables) at each time point. Respondents (n=134; M age=46) were mostly female (62%), general PE teachers (82%, versus adapted), had a graduate degree (66%), had >11 years of teaching experience (63%), and from 26 states. Perception of being very/extremely effective was highest pre-pandemic 2019-early 2020 (93%), lowest in Spring 2020 (12%), and recovered somewhat in 2020-2021 (45%). During the 2020-2021 school year, teachers had greater odds of perceiving they were more effective if they reported having higher student attendance (OR 1.06 [CI:1.02-1.09], p>.001) and higher adaptability (OR 1.22 [CI: 1.09-1.37], p>.001), adjusting for gender, education level, years of experience, grade level taught, and Title I status. Professional development opportunities are needed for remote teaching of PE to enhance teachers' adaptability and perceived effectiveness during potential future school closures.

Virtual Physical Education During COVID-19: Exploring Future Directions for Equitable Online Learning Tools.

Introduction: School closures prompted by the COVID-19 pandemic reduced opportunities for US youth to be physically active and disproportionately impacted health disparities in this population. Physical education provides the largest intervention to support the physical activity of school-aged youth, but teachers' opinions about how to maintain quality programming during virtual learning periods remain unexplored. Applying a diversity, equity and inclusion framework, this study explored physical education teachers' perceived significance of different design features for an online teaching tool to promote physical activity equity during school closures. Methods: Previous literature and focus groups informed the development of a survey administered in summer/fall 2020. Survey participants (n = 60) were physical education teachers from 400 randomly selected US preschool-12th grade schools drawing from a national database. Participants rated the significance of four design features in relation to five key attributes of an online supplement to in-person physical education programs. One-way ANOVAs were used to assess differences in teachers' ratings by demographic characteristics. Results: Between-group differences were found in teacher ratings of design features related to the usability, accessibility, equitability, and formal assessment capabilities of an online physical education tool. Differences were based on teacher gender, school level, and geographic location. Conclusions: Future research to promote physical activity equity among preschool-12th grade youth should examine tailored virtual physical education learning tools that address what teachers perceive to be the most significant design features to support equitable physical education among diverse student groups.

Parents' Perceptions and Engagement Regarding School-Based Physical Activity Promotion.

PURPOSE: This study examined parents' perceived importance of, and engagement in, school-based physical activity (PA) promotion. DESIGN: A cross-sectional, quantitative survey design was employed. SETTING: The survey was conducted in the United States. SUBJECTS: Using a probability-based panel (AmeriSpeak®), a national sample of 3599 parents was randomly recruited to participate in the survey and 1015 participants (28.2%) completed it. Parents or legal guardians of children enrolled in K-12 during the 2017-2018 school year were eligible to participate. MEASURES: The survey was developed and distributed by a national collaborative for active schools with the support of a national research center. ANALYSIS: Data were analyzed using structural equation modeling and path analysis. RESULTS: The data supported a 6-factor solution encompassing perceived importance of PA before, during, and after school, communication with administrators, and volunteering and participating in school-based PA (CFI = .974, RMSEA = .034, SRMR = .056). Path coefficients from perceived importance of PA before/after school to current (ß = .43; 95%CI[.25, .61]) and future communication with administrators (ß = .40; 95%CI[.23, .55]) were statistically significant, as were coefficients from perceived importance of PA before/after school to past (ß = .60; 95%CI[.35, .83]) and current volunteering/participating in school-based PA (ß = .63; 95%CI[.42, .85]). CONCLUSION: Parents' perceived importance of school-based PA opportunities before and after school warrants emphasis in future research and advocacy.

Physical distancing ≠ physical inactivity.

During this time of global health crisis, physical distancing, along with mask wearing, has emerged as the sine qua non social practice to protect ourselves and others from COVID-19. But as physical distancing ensues and all eyes remain fixed on the novel coronavirus, another, albeit careworn, pandemic rages on. Physical inactivity, the world's fourth leading cause of death, may indeed be exacerbated by physical distancing measures, such as sheltering at home and closing or limiting access to recreation and exercise facilities. The purpose of this paper is to urge public health and medical professionals not to forget the importance of physical activity to whole-person health, recognize the importance of physical activity as a potential COVID-19 mitigation strategy and to serve as advocates for promoting active lifestyles. It is imperative that the national call for physical distancing not be interpreted as a call for physical inactivity.

Recommendations for Administrators' Involvement in School-Based Health Promotion: A Scoping Review.

School administrator involvement is recognized as a key factor in the extent to which school health promotion programs and initiatives are successfully implemented. The aims of this scoping review are to: (a) Identify existing documents that contain recommendations regarding the involvement of school administrators in school-based health promotion; (b) distill and summarize the recommendations; (c) examine differences in the recommendations by targeted professional level, professional group, health promotion content focus, and by whether the recommendations are evidence-based or opinion-based; and (d) evaluate the research informing the recommendations. We drew upon the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines to conduct the review. Our team conducted a comprehensive literature search with no date or geographic restrictions from January 2018 through April 2018 using four electronic databases: Academic Search Complete, Google Scholar, Physical Education Index, and PubMed. Eligibility criteria included any online documents, in English, that contained recommendations targeting school administrators' (e.g., principals, assistant principals, superintendents) involvement (e.g., support, endorsement, advocacy) in school health programming (e.g., physical activity, nutrition, wellness). The search yielded a total of 1225 records, which we screened by title, then by abstract, and finally by full text, resulting in 61 records that met inclusion criteria. Data (e.g., recommendations, targeted contexts, targeted administrators) from these records were extracted for a content analysis. Included records contained 80 distinct recommendations, which we summarized into three themes (Collaboration, Advocacy, and Support) using a content analysis. Separate content analyses revealed no qualitative differences in the recommendations by professional level, professional group, or content focus, or by whether the recommendations were evidence-based or opinion-based. Twenty-one of the included records were peer-reviewed research articles. Using the Mixed Methods Appraisal Tool (MMAT), we appraised qualitative research articles the highest and mixed methods research articles the lowest. This review provides a basis for future research and professional practice aiming to increase school administrators' involvement in school-based health promotion.

A Systematic Review and Qualitative Synthesis Resulting in a Typology of Elementary Classroom Movement Integration Interventions.

BACKGROUND/OBJECTIVE: Movement integration (MI) involves infusing physical activity into normal classroom time. A wide range of MI interventions have succeeded in increasing children's participation in physical activity. However, no previous research has attempted to unpack the various MI intervention approaches. Therefore, this study aimed to systematically review, qualitatively analyze, and develop a typology of MI interventions conducted in primary/elementary school settings. SUBJECTS/METHODS: Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed to identify published MI interventions. Irrelevant records were removed first by title, then by abstract, and finally by full texts of articles, resulting in 72 studies being retained for qualitative analysis. A deductive approach, using previous MI research as an a priori analytic framework, alongside inductive techniques were used to analyze the data. RESULTS: Four types of MI interventions were identified and labeled based on their design: student-driven, teacher-driven, researcher-teacher collaboration, and researcher-driven. Each type was further refined based on the MI strategies (movement breaks, active lessons, other: opening activity, transitions, reward, awareness), the level of intrapersonal and institutional support (training, resources), and the delivery (dose, intensity, type, fidelity). Nearly half of the interventions were researcher-driven, which may undermine the sustainability of MI as a routine practice by teachers in schools. An imbalance is evident on the MI strategies, with transitions, opening and awareness activities, and rewards being limitedly studied. Delivery should be further examined with a strong focus on reporting fidelity. CONCLUSIONS: There are distinct approaches that are most often employed to promote the use of MI and these approaches may often lack a minimum standard for reporting MI intervention details. This typology may be useful to effectively translate the evidence into practice in real-life settings to better understand and study MI interventions.

Understanding Elementary Classroom Teachers' Use of Movement Integration Resources.

Movement integration (MI)-infusing physical activity (PA) into normal classroom time during school-is an evidence-based strategy to support public health goals and enhance educational outcomes for elementary children. However, few elementary classroom teachers in the United States appear to be using MI resources. In order to understand teachers' MI resource use, this study's purpose was 3-fold: (a) to examine teachers' perceptions about MI and MI resources, (b) to identify teachers' latent class membership based on their perceptions, and (c) to determine the extent to which teachers' MI preferences, demographics, background, and school context predict class membership. We recruited a national sample of participants (N = 420) who completed an electronic survey including six sections: perceived benefits of MI, perceived barriers to using MI resources, satisfaction with MI resources, perceived importance of different MI resource characteristics, MI resource preferences, and participant demographics, background, and school context. Data analysis consisted of descriptive analyses, exploratory factor analysis, confirmatory factor analysis, latent profile analysis, and multinomial regression analysis. Participants mostly agreed about the benefits of MI and were satisfied with the MI resources they were using but had varying perceptions about the presence of barriers to using MI resources. Participants rated the integration of an MI resource with the academic curriculum, the amount of time required for teacher training, the type of training materials provided, and the timing of the training as the most important characteristics they would consider before adopting a resource. Factor analyses supported single factor solutions for perceived benefits, perceived barriers, and satisfaction, and a three-factor solution for perceived importance of different MI resource characteristics (Curriculum Integration, Training Logistics, and Feasibility). Based on these factors, we identified five latent classes of teachers. Regression results showed that desirable latent class membership depended on certain MI preferences and demographic, background, and school context characteristics. Teacher educators and interventionists should consider teachers' MI perceptions, the nature of MI trainings, teacher characteristics, and school context in efforts to increase teachers' use of MI resources. Further research is needed to explore the intrinsic value of MI for teachers, given MI's education- and public health-related benefits.

Facilitators and Barriers to Movement Integration in Elementary Classrooms: A Systematic Review.

PURPOSE: A systematic review was conducted to identify facilitators and barriers to movement integration (MI) in elementary school classrooms. METHOD: Online databases (Educational Resources Information Center, Google Scholar, PsycINFO, and PubMed) served as data sources for the study. Following the PRISMA guidelines, relevant published research on MI was identified and screened for inclusion in a qualitative synthesis. Content analysis of the included articles (N = 28) was used to identify themes of MI facilitators and barriers. Facilitators and barriers were then categorized using a social-ecological framework. RESULTS: A total of 12 themes of MI facilitators and barriers were identified and categorized into two social-ecological levels: institutional factors (e.g., administrative support, resources) and intrapersonal factors (e.g., teacher confidence, ease of implementation). CONCLUSION: This review can inform research and practice aimed at supporting the implementation of MI in elementary classrooms.

Evaluation of a classroom movement integration training delivered in a low socioeconomic school district.

Movement integration (MI), which involves infusing physical activity (PA) into general education classrooms, is an evidence-based strategy within whole-of-school approaches for helping children meet the national PA guideline of at least 60 min per day. This study evaluated an MI training delivered in a low socioeconomic elementary school that had recently invested in three movement facilitative classrooms (a kinesthetic classroom and two activity labs). We investigated (a) the training's fidelity in meeting recommended best practices for professional development and (b) school professionals' perspectives of the training. Eight school professionals participated in the study, including five classroom teachers, two activity lab supervisors, and the principal. The researchers used a video of the training to rate the fidelity of the training to best practice recommendations. Interviews, field notes, and informal conversations with participants were qualitatively analyzed for themes. The training received a total fidelity score of 42%. Qualitative findings highlighted participants' varied perspectives of the training's purpose, challenges associated with the training and future recommendations for MI trainings. For MI trainings to be a valuable asset in increasing teachers' value and effective implementation of MI, trainings need to be designed to be in line with best practice recommendations and teachers' perceived needs.

Systematically Observed Movement Integration in a Low Socioeconomic School District: A Cross-Sectional, Observational Study.

PURPOSE: To describe teacher's integration of activity into general education classroom time (ie, movement integration-MI). DESIGN: Cross-sectional, observational. SETTING: Eight elementary schools in a rural, low-income school district. PARTICIPANTS: Elementary classroom teachers (N = 48). MEASURE: Classroom teachers were observed using the System for Observing Student Movement in Academic Routines and Transitions (SOSMART) on random, unannounced days during the 2015-16 academic year. ANALYSIS: Descriptive statistics were calculated for the frequency and types of MI being used. RESULTS: Of the 9398 SOSMART scans completed, students engaged in movement in 41.3% of the scans. Student movement was observed to be teacher directed in 14.4% and nonteacher directed in 26.9% of scans. Nonteacher-directed movement consisted mostly of transitions ( M = 99.5%) in which movement occurred as a result of preestablished classroom rules, protocols, and organization. CONCLUSION: This is one of the first studies to provide objective information about MI. These descriptive data lay the groundwork for future correlational and experimental research that can lead to the development of effective intervention design to increase MI use in schools.

Case study of a health optimizing physical education-based comprehensive school physical activity program.

In this article, we report a qualitative case study, in which we examined enablers and barriers related to the development, implementation, and sustainability of a comprehensive school physical activity program (CSPAP) aligned with the Health Optimizing Physical Education (HOPE) curriculum model at a middle school. Literature on program-diffusion and school-university partnerships guided data collection and analysis. Data sources included semi-structured interviews with the program implementation team (n = 9) and the school's health and physical education teachers (n = 7); a focus group interview with students; documents (e.g., lesson plans), and observations. Constant comparison techniques were used to code and draw out themes from the data. Findings revealed the extensive effort needed for program implementation and highlighted the importance of strong external support mechanisms, conducting needs assessments, and training teachers to market physical activity programming. Partnerships may provide critical support for schools in their efforts to generate and sustain CSPAPs.

An Intervention to Increase Students' Physical Activity: A 2-Year Pilot Study.

INTRODUCTION: Schools are called upon to provide children with 30 minutes/day of moderate to vigorous physical activity (MVPA). Most school-based physical activity interventions have not targeted schools that serve children from low-income families. This study evaluated the effects of a pilot, competency-building professional development program on the school day MVPA and total activity (light- to vigorous-intensity activity) of students from schools that serve low-income families. STUDY DESIGN: Single group intervention with multiple follow-up repeated cross-sectional measures. SETTING/PARTICIPANTS: Students attending eight elementary schools in one low-income school district serving 3,719 students. INTERVENTION: Participatory-based, experiential, competency-building professional development workshop for physical education and classroom teachers. Baseline was fall 2015, and the intervention was delivered during spring 2016 through spring 2017. MAIN OUTCOME MEASURES: Hip-placed accelerometers were used to derive the percentage of children accumulating 30 minutes of MVPA during the school day, minutes of MVPA, and time spent sedentary. Analyses were conducted during July 2017. RESULTS: A total of 1,570 first- and fourth-grade students (49.8% girls, 87.0% African American, 88% free and reduced-price lunch) were measured across the project. Primary analyses indicated that the percentage of girls and boys meeting the 30-minutes/day guideline increased by 9.3% (95% CI=4.7%, 13.9%) and 10.4% (95% CI=5.5%, 15.3%), respectively. A corresponding increase of 1.7 (95% CI=0.5, 2.8) and 2.5 (95% CI=1.1, 3.8) MVPA minutes accumulated during the school day were observed for both girls and boys, respectively. Primary analyses indicated that statistically significant increases in MVPA and total activity for boys and girls were observed across the school day, during classroom time, and during physical education. CONCLUSIONS: Participatory-based, experiential, competency-building professional development is an effective strategy for increasing students' MVPA and total activity in low-income schools. However, data from this study indicate that targeting settings outside of the school day may be more appropriate given that schools were providing more than two thirds of the recommended 30 minutes/day of MVPA prior to intervention.

Two-year process evaluation of a pilot program to increase elementary children's physical activity during school.

The purpose of this study was to examine implementation processes in elementary classrooms during a 2-year (Fall 2014 to Spring 2016) pilot intervention program, Partnerships for Active Children in Elementary Schools (PACES). We examined (a) the effect of PACES on the extent of movement integration (MI) and (b) changes in teachers' perceptions regarding MI. Purposively selected classrooms (grades 1-3) across four schools (3 intervention, 1 control) participated in the study. The sample included classroom teachers (N = 12) in Fall 2014 and Spring 2015, but the number of participants dropped to eight in Fall 2015 and Spring 2016. PACES consisted of three partnership approaches (a virtual community of practice, community-based participatory research, and university service learning) intended to increase the extent of MI in the intervention classrooms. We collected process data using the System for Observing Student Movement in Academic Routines and Transitions (SOSMART) and teacher interviews. PACES did not significantly impact the extent of observed MI. Interviews indicated that the intervention had both strengths and limitations. Building interpersonal support for teachers is important to their use of MI. A different measurement schedule (e.g., collecting MI data each day of the school week) may be required to more thoroughly capture MI instances.