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

Authors:
Russell L Carson
Russell L Carson
Louisiana State University
Darla M Castelli
Darla M Castelli
University of Illinois at Urbana-Champaign
United States
Dr. Justin B Moore, PhD, MS
Dr. Justin B Moore, PhD, MS
Wake Forest School of Medicine
Associate Professor
Implementation Science, Epidemiology
Winston-Salem, NC | United States
Michael W Beets
Michael W Beets
University of South Carolina
United States
Aaron Beighle
Aaron Beighle
University of South Carolina
United States
Rahma Aija
Rahma Aija
University of South Carolina
Hannah G Calvert
Hannah G Calvert
University of Texas at Austin
United States

Prev Med 2014 Dec 23;69 Suppl 1:S12-9. Epub 2014 Aug 23.

University of Texas at Austin, Department of Kinesiology and Health Education, 2109 San Jacinto Blvd., Austin, TX 78712, USA.

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.

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http://dx.doi.org/10.1016/j.ypmed.2014.08.025DOI Listing

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December 2014
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