Impact of trained champions of comprehensive school physical activity programs on school physical activity offerings, youth physical activity and sedentary behaviors

Russell L. Carson, Darla M. Castelli, Ann C. Pulling Kuhn, Justin B. Moore, Michael W. Beets, Aaron Beighle, Rahma Aija, Hannah G. Calvert, Elizabeth M. Glowacki

Research output: Contribution to journalArticlepeer-review

54 Scopus citations

Abstract

Objective: A quasi-experimental cluster-controlled design was used to test the impact of comprehensive school physical activity program (CSPAP) professional development on changes in school physical activity (PA) offerings, moderate-to-vigorous physical activity (MVPA) and sedentary behaviors of 9-14. year-old children during school. Methods: Two groups of Louisiana elementary and middle school physical education teachers (N= 129) attended a CSPAP summer workshop (95 in 2012. = intervention, 34 in 2013. = control) and were assessed on school PA offerings (teacher-reported; pre, mid, and post). During the 2012-2013 school year, intervention teachers received CSPAP support while implementing new school PA programs. MVPA and sedentary behaviors were assessed (accelerometry; baseline and post) on a sample of 231 intervention, 120 control students from 16 different schools. Results: Multivariate analysis of covariance indicated that intervention teachers reported significantly more PA offerings during school (3.35 vs. 2.37) and that involve staff (1.43 vs. 0.90). Three-level, mixed model regressions (stratified by sex) indicated that students overall spent less time in MVPA and more time being sedentary during school, but the effects were significantly blunted among intervention students, especially boys. Conclusions: This study provides preliminary evidence for CSPAP professional development programs to influence school-level PA offerings and offset student-level declines in MVPA and increases in sedentary behavior.

Original languageEnglish
Pages (from-to)S12-S19
JournalPreventive Medicine
Volume69
Issue numberS
DOIs
StatePublished - Dec 1 2014

Bibliographical note

Funding Information:
The NASPE task force members for the CSPAP professional development program central to this study were co-chairs Russell Carson, Aaron Beighle, and Darla Castelli, and Melanie Moore, Georgi Roberts, Cheryl Richardson, and Kimberly Ward. Task force members were paid instructors of the one day workshops that were part of this program and this study. This research was funded by the Robert Wood Johnson Foundation, Active Living Research Building Evidence to Prevent Childhood Obesity Rapid Response Grant, Round 3 (I.D.: 69549 ). In-kind support to offset costs for the professional development workshops was provided by NASPE and the Louisiana Department of Education. The authors thank Allison Raguse for coordinating the procedural and data collection aspects of the study, the participating teachers and children, advisory board members Michael Comeaux, Monica Lounsbery, and James Simmons, and the many graduate and undergraduate students who assisted the Louisiana State University Physical and Emotional Literacy lab ( www.lsuactiveschools.org ) with data preparations. This paper was enhanced greatly by the thoughtful insight and suggestions of the reviewers.

Publisher Copyright:
© 2014 .

Keywords

  • Children
  • Coordinated school health
  • Physical activity
  • Schools
  • Whole-of-school approach

ASJC Scopus subject areas

  • Epidemiology
  • Public Health, Environmental and Occupational Health

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