Active learning improves on-task behaviors in 4th grade children.

While increased opportunities for physical activity (PA) are a critical, public health need for children, school-based interventions often place teachers in the position to choose between PA and time spent on academic lessons. Active learning is designed to overcome this by combining PA with academic material. Moreover, teachers are likely to be more responsive to change in academic-related outcomes than in PA. This study utilizes a large, cluster randomized control trial in which student attention, or time on task (TOT) and accelerometer-based PA is assessed in conjunction with active learning. Participants were 2716 children (46% male, 46% white) from 28 elementary schools in Central Texas that were assigned to either: 1) active learning (math n = 10; spelling n = 9); or 2) traditional, sedentary academic lessons (n = 9). PA was measured with accelerometers. TOT was measured through a momentary time sampling protocol. A series of three-level (student, classroom, school) regression models estimated the effect of the intervention. The intervention lead to significantly increased TOT. Moreover, the dose of PA (steps) during the intervention was positively associated with the increase in TOT. In contrast, a greater dose of PA was associated with reduced TOT for students in control schools. Race, gender, and SES did not moderate these effects. Planned PA - as a part of an active, academic lesson - positively impacted TOT. In contrast, a traditional, sedentary lesson was associated with lower TOT. This differential impact offers intriguing possibilities to better understand the relationship between PA and academic performance.

Systematic Review of Physical Education-Based Physical Activity Interventions Among Elementary School Children.

Physical education (PE)-based interventions are a popular method to target children's physical activity (PA) and fitness; however, little is known about their effectiveness or what factors lead to successful interventions. This paper: (1) systematically reviews studies examining PE interventions designed to impact PA, fitness, and/or body composition; and (2) makes recommendations for new research directions based upon these findings. Our systematic review was limited to experimental and quasi-experimental studies conducted in elementary schools. We conducted literature searches using predetermined keywords in 3 databases, identified a total of 4964 potentially relevant studies, and screened their abstracts and full texts for eligibility. This resulted in 12 relevant studies. We used criteria established by Downs and Black (1998) to assess each study's methodological quality. PE interventions consistently showed increases in moderate-to-vigorous PA or vigorous PA during PE class but were less consistent in impacting leisure-time PA. PE interventions affected body composition differentially, depending on the assessment used (i.e., body mass index or skinfold thickness). Half of the studies assessing fitness did not show a significant impact; however, those that did were designed to influence fitness outcomes. Few studies assessed psychosocial determinants regarding PA, and no study demonstrated significant impacts on constructs other than knowledge. Interventions often contained multiple components (e.g., diet, family) implemented alongside PE interventions. Identifying effective intervention components was difficult due to lack of process evaluation. We identify the need for future research to use more objective and accurate PA measurements and adiposity, incorporate measurement of psychological constructs, expand interventions' theoretical basis, and include strong process evaluation.

Group exercise membership is associated with forms of social support, exercise identity, and amount of physical activity.

Exploring whether the mechanisms underlying the positive relationship between group exercise and physical activity are forms of social support - emotional, validation, informational, instrumental, and companionship and exercise identity. Participants (n=506; M age = 34.3) completed a 235-item questionnaire assessing physical activity, exercise identity, social support, and other determinants of physical activity. Exploratory path analysis was used to model group exercise membership, forms of social support, exercise identity, and metabolic equivalent (MET) minutes/wk. Women and men had similar yet varying results. For women, group exercise membership was significantly associated with MET-minutes/wk (ß = 0.11) and exercise identity (ß = 0.17). There was a significant association between exercise identity and MET-minutes/wk (ß = 0.38). Women perceived belonging to an exercise group provides emotional (ß = 0.36), validation (ß = 0.25), informational (ß = 0.35), instrumental (ß = 0.19), and companionship (ß = 0.46) support. Validation (ß = 0.11), informational (ß = 0.21), and companionship (B = 0.17) were significantly associated with exercise identity for women. For men, group exercise membership was not significantly associated with MET-minutes/wk or exercise identity. Exercise identity was significantly associated with MET-minutes/wk (ß = 0.46). Men perceived belonging to their group provides emotional (ß = 0.31), validation (ß = 0.32), informational (ß = 0.33), and companionship (ß = 0.34). Validation (ß = 0.22), informational (ß = 0.30), and emotional (ß = 0.23) were significantly associated with exercise identity for men. Belonging to an exercise group is associated with forms of social support that strengthen exercise identity.