2019 Research

Classroom active breaks: a feasibility studying Southern Italy

• ABSTRACT: Though classroom time has been identified as a contributing factor to sedentary behavior, school has been recognized as the main educational setting providing physical activity (PA) opportunities. The purpose of this study was to develop and evaluate the feasibility of a classroom-based intervention which integrates PA during the school time, and assess its potential effect on reducing inactivity in primary school children. The intervention was performed in a sample of 47 children attending a primary school in the south of Italy and it was structured in two sessions of classroom active breaks (CABs) in three school days a week, shared with and supervised by the teachers. CABs showed an overall potential positive effect on the reduction of inactivity of ∼12 min and an equivalent increase in PA levels, of which 5 min were of moderate/vigorous intensity. Girls showed lower time spent in light and moderate PA and higher amount of inactivity than boys and responded better to the intervention. The satisfaction of children and teachers was high. CABs program is a safe tool to reduce inactivity and increase moderate/vigorous PA. Designing structured exercise breaks adapted in a flexible way to meet the needs of the school curriculum program may increase the feasibility of such PA program in the schools.
• CITATION: Calella, P., Mancusi, C., Pecoraro, P., Sensi, S., Sorrentino, C., Imoletti, M., … Valerio, G. (2019). Classroom active breaks: A feasibility study in Southern Italy. Health Promotion International. https://doi.org/10.1093/heapro/daz033

Effects of acute physical activity on NIH toolbox-measured cognitive functions among children in authentic education settings

• INTRODUCTION: Identifying a dose of physical activity (PA) that can improve cognitive function in children has important implications for school-day PA recommendations. Researchers and educators have interest in this link as it relates to both health and academic performance. This study examined the dose-response relationship between PA and improvement in cognition in a sample of fifth and sixth grade students.
• METHODS: Participants (n = 156) from eight classes each completed two of four different cognitive assessments on an iPad, both before and after exposure to one of four randomized, 10-min PA conditions (sedentary, light, moderate, and vigorous). Conditions were standardized through use of videos to lead movement, and participants wore accelerometers to confirm fidelity to PA condition. The four cognitive assessments were selected from the NIH Toolbox Cognition Battery, and included Dimensional Change Card Sort, Flanker, Pattern Comparison, and Picture Sequence Memory tests. Hierarchical linear regression models were used to estimate the effects of condition on each test using an intention to treat analysis.
• RESULTS: Fidelity to PA condition was acceptable for sedentary and light conditions, but became less precise for moderate and vigorous conditions. No significant time by condition interaction was observed for any of the cognitive assessment scores.
• CONCLUSIONS: Results did not substantiate a dose-response link between PA intensity and selected measures of cognitive function. More research is needed to investigate the potentially nuanced effects of short bouts of PA on cognitive functioning in children.
• CITATION: Calvert, H. G., Barcelona, J. M., Melville, D., & Turner, L. (2019). Effects of acute physical activity on NIH toolbox-measured cognitive functions among children in authentic education settings. Mental Health and Physical Activity, 17, 100293. https://doi.org/10.1016/j.mhpa.2019.100293

An exploration of supports for increasing classroom physical activity within elementary schools

• ABSTRACT: Classroom-based physical activity (CBPA) can significantly benefit students’ health and educational outcomes, but many teachers do not utilize CBPA. This study examined teachers’ perceptions about the value and impact of several approaches to support CBPA implementation, and teachers’ weekly self-reported CBPA use. Interviews were conducted with 35 classroom teachers (including those using and not using CBPA) at two public elementary schools, and CBPA tracking logs were collected on a weekly basis. Interview transcripts were interpreted through key domains within implementation science. On average, teachers reported using one activity every other day. Interview data revealed that utilizing professional collaboration time for peer-to-peer feedback and getting informal support from the school’s physical education teacher both have some promise for increasing implementation of CBPA. However, teachers largely felt these [collaboration and support] strategies were unnecessary. Explicit administrator support was reported by teachers as the most promising mechanism for increasing their CBPA implementation.
• CITATION: Calvert, H. G., Wenner, J. A., & Turner, L. (2019). An exploration of supports for increasing classroom physical activity within elementary schools. International Electronic Journal of Elementary Education, 12(1), 1–9. doi:10.26822/iejee.2019155331

Children’s physical activity levels following participation in a classroom-based physical activity curriculum

Training teachers to implement physical activity: Applying social cognitive theory

• OBJECTIVE: To evaluate the impact of three types of social cognitive theory (SCT)-based elementary school classroom physical activity (PA) training on teachers’ implementation rates, attitudes, knowledge and behaviour. DESIGN: Key stakeholder focus groups informed development of phase II which took the form of a randomised controlled trial of three different intensities of teacher training to conduct classroom-based PA sessions.
• SETTING: The study was conducted over one school year (2016–2017), across four elementary schools in the USA.
• METHODS: Researchers delivered professional development to teachers, focusing on effective methods for PA use in the classroom through three formats: webinar, in-person training and in-person with personalised assistance. Training content was built on SCT constructs. This study examined the impact of the PA training on SCT construct outcomes among elementary school classroom teachers (n = 41). Study outcome measures included reciprocal determinism, behavioural capability, outcome expectations and self-efficacy. Over the 12-week period following the training, teachers completed surveys to measure SCT construct outcomes.
• RESULTS: Results of the intervention demonstrated an increase in teacher self-efficacy and knowledge (p < .01 and p < .01). There was a significant increase of teachers who started using PA in the classroom who indicated no use at baseline (from 21% to 6% not using).
• CONCLUSION: The use of SCT to provide a teacher training is an effective method to increase classroom PA, while improving teacher self-efficacy and knowledge concerning PA implementation.
• CITATION: Hivner, E. A., Hoke, A. M., Francis, E. B., Lehman, E. B., Hwang, G. W., & Kraschnewski, J. L. (2019). Training teachers to implement physical activity: Applying social cognitive theory. Health Education Journal, 78(4), 464–475. https://doi.org/10.1177/0017896918820558

The relationship between physical activity and academic achievement of university students

• ABSTRACT: Physical education belongs to the compulsory courses at many universities around the world. While many studies focused on the benefits of physical activity among elementary school pupils or high school students, the literature has been more silent on its effects in higher education. In this paper, we aim to determine what is the relationship between physical activity and academic achievement of university students. The research is based on a sample of 159 students at Master degree level studying at the Faculty of Business Administration, University of Economics, Prague. The results suggest that aerobic exercise has a positive effect on study results, but only among female students. No effects of anaerobic exercise have been found. Study achievement is also negatively influenced by the students’ age. The results are in line with prior studies which, however, focused predominantly on pupils and high school students.
• CITATION: Machek, O., & Janota, J. (2019). The relationship between physical activity and academic achievement of university students. Journal of Research in Higher Education, 3, 22–36. https://doi.org/10.24193/JRHE.2019.1.2

The Daily Mile: teachers’ perspectives of the barriers and facilitators to the delivery of a school-based physical activity intervention

• OBJECTIVES: Children spend a significant amount of their time in a school environment, often engaged in sedentary activities. The Daily Mile is a physical activity intervention which aims to increase physical activity and fitness in children through the completion of an outdoor teacher-led walk or run during the school day. This study aimed to explore the barriers, facilitators and perceived benefits of the Daily Mile from the perspectives of teachers through the use of qualitative semi-structured interviews. It also aimed to identify important context-specific factors, which might require consideration for those who intend to adopt the Daily Mile.
• SETTING: Eight Local Authority primary schools in the City of Edinburgh and East Lothian, UK.
• PARTICIPANTS: Thirteen teachers (eleven women) who teach children in primaries one to seven in a school which delivered the Daily Mile.
• RESULTS: Data were analysed using an interpretative thematic analysis. Teachers were positive and enthusiastic about the Daily Mile and perceived it to be beneficial to children’s health and fitness. A number of barriers to participation were identified including inadequate all-weather running surfaces and time constraints in an already full school curriculum. The perceived impact on learning time was identified as a concern for teachers, while other benefits were also identified including increased teacher-child rapport and perceived enhanced classroom concentration levels.
• CONCLUSION: The Daily Mile appears to be a valuable addition to the school day, however important context-specific barriers to delivery of the Daily Mile exist, which should be considered when implementing the Daily Mile in schools.
• CITATION: Malden, S., & Doi, L. (2019). The Daily Mile: teachers’ perspectives of the barriers and facilitators to the delivery of a school-based physical activity intervention. BMJ Open, 9(3), e027169. https://doi.org/10.1136/bmjopen-2018-027169

Effects of different types of classroom physical activity breaks on children’s on-task behaviour, academic achievement and cognition

• AIM: This study examined the effects of different types of classroom physical activity breaks on children’s on-task behaviour, academic achievement and cognition.
• METHODS: Participants were 87 Australian primary school students (mean age 9.11 ± 0.62 years), recruited from one school. Three classes were randomly assigned either to activity breaks only (n = 29), activity breaks and mathematics combined (n = 29), or control conditions involving only mathematical content (n = 29). Students were engaged in five minutes of classroom physical activity breaks, three times per week, for four weeks (divided into two minutes at the beginning of the usual mathematics curriculum lesson and three minutes in the middle of the lesson). Assessments were conducted at baseline and post-test.
• RESULTS: Significant group-by-time effects were found for on-task behaviour (active engagement: activity breaks and mathematics combined versus control, p ≤ 0.001; activity breaks versus control, p ≤ 0.001; activity breaks and mathematics combined versus activity breaks, p = 0.037; passive engagement: activity breaks and mathematics combined versus control, p ≤ 0.001) and mathematics scores (activity breaks versus control, p = 0.045).
• CONCLUSION: Physical activity breaks with and without integrated mathematics content were effective in improving children’s on-task behaviour and learning scores.
• CITATION: Mavilidi, M. F., Drew, R., Morgan, P. J., Lubans, D. R., Schmidt, M., & Riley, N. (2019). Effects of different types of classroom physical activity breaks on children’s on-task behaviour, academic achievement and cognition. Acta Paediatrica. https://doi.org/10.1111/apa.14892

Elementary school classroom physical activity breaks: Student, teacher, and facilitator perspectives

• ABSTRACT: Current physical activity (PA) guidelines recommend that children accumulate at least 60 min of PA each day, and that adults should collaborate across sectors to increase opportunities for PA. Implementing brief classroom PA breaks (CPABs) is one way to help increase daily PA. The primary purpose of this study was to determine perceptions of a 14-wk CPAB program among elementary school children, in the first through fourth grades ( n = 254), at a suburban elementary school, and their teachers ( n = 18). The CPAB program was implemented by university exercise science students, and student and teacher perceptions were assessed through surveys. The children reported that the CPABs were very fun (86%), provided them with a nice break during the school day (88%), were very good for their health (94%), helped them feel more ready to learn (71%), and learn better (50%). The teachers reported that the students really enjoyed the CPABs (100%), that encouraging students to be physically active was either very important (83%) or important (17%), and that they were either very confident (72%) or confident (28%) that they themselves could lead the CPABs. No teacher reported that the CPABs hindered classroom learning. CPABs appear to be enjoyable to both students and teachers, easy to administer, and supportive of learning. Recommendations for improvements within the present collaboration were minimal and could be easily addressed with firmer entrenchment of the program. This collaboration was beneficial and fun for the vast majority involved, and others are urged to implement similar programs.
• CITATION: Mullins, N. M., Michaliszyn, S. F., Kelly-Miller, N., & Groll, L. (2019). Elementary school classroom physical activity breaks: Student, teacher, and facilitator perspectives. Advances in Physiology Education, 43(2), 140–148. https://doi.org/10.1152/advan.00002.2019

Effect of physical activity on academic engagement and executive functioning in children with ASD

• ABSTRACT: Numerous interventions have been identified as evidence-based practices for educating students with autism spectrum disorder (ASD). Physical activity (PA) has recently been recognized as an evidence-based practice to decrease maladaptive behaviors and increase desired behaviors. Exercise has been found to increase academic engagement in students with ASD; however, little research has been completed on the effectiveness of physical exercise as a school-based intervention. PA has also been found to be an effective intervention to increase executive functioning (EF) in students with attention deficit hyperactivity disorder. However, little research has been completed on the effects of PA on EF in students with ASD. A multiple-baseline design was used to examine the effects of PA on academic engaged time and EF. Three students participated in a jogging intervention, were observed in the classroom, and completed EF measures. Results suggested large effect sizes for academic engagement for all three students. Although no significant effects were found on EF, results indicated PA may be an effective and feasible intervention to support academic achievement for students with ASD in schools.
• CITATION: Nakutin, S. N., & Gutierrez, G. (2019). Effect of physical activity on academic engagement and executive functioning in children with ASD. School Psychology Review, 48(2), 177–184. https://doi.org/10.17105/SPR-2017-0124.V48-2

Physically active lessons in schools and their impact on physical activity, educational, health and cognition outcomes: a systematic review and meta-analysis

• OBJECTIVE: This review provides the first meta-analysis of the impact of physically active lessons on lesson-time and overall physical activity (PA), as well as health, cognition and educational outcomes.
• DESIGN: Systematic review and meta-analysis of controlled studies. Six meta-analyses pooled effects on lesson-time PA, overall PA, in-class educational and overall educational outcomes, cognition and health outcomes. Meta-analyses were conducted using the metafor package in R. Risk of bias was assessed using the Cochrane tool for risk of bias.
• DATA SOURCES:  PubMed, Embase, PsycINFO, ERIC and Web of Science, grey literature and reference lists were searched in December 2017 and April 2019.
• STUDIES ELIGIBILITY CRITERIA: Physically active lessons compared with a control group in a randomised or non-randomised design, within single component interventions in general school populations.
• RESULTS: 42 studies (39 in preschool or elementary school settings, 27 randomised controlled trials) were eligible to be included in the systematic review and 37 of them were included across the six meta-analyses (n=12 663). Physically active lessons were found to produce large, significant increases in lesson-time PA (d=2.33; 95% CI 1.42 to 3.25: k=16) and small, increases on overall PA (d=0.32; 95% CI 0.18 to 0.46: k=8), large, improvement in lesson-time educational outcomes (d=0.81; 95% CI 0.47 to 1.14: k=7) and a small improvement in overall educational outcomes (d=0.36; 95% CI 0.09 to 0.63: k=25). No effects were seen on cognitive (k=3) or health outcomes (k=3). 25/42 studies had high risk of bias in at least two domains.
• CONCLUSION: In elementary and preschool settings, when physically active lessons were added into the curriculum they had positive impact on both physical activity and educational outcomes. These findings support policy initiatives encouraging the incorporation of physically active lessons into teaching in elementary and preschool setting.
• CITATION: Norris, E., Steen, T. van, Direito, A., & Stamatakis, E. (2019). Physically active lessons in schools and their impact on physical activity, educational, health and cognition outcomes: A systematic review and meta-analysis. British Journal of Sports Medicine. https://doi.org/10.1136/bjsports-2018-100502

The influence of classroom physical activity participation and time on task on academic achievement

• OBJECTIVES: This study aimed to determine the effect of classroom-based physically active lessons on time on task (TOT) and the relationship of TOT with academic achievement controlling for key demographic variables.
• METHODS: Seventeen elementary schools were cluster randomized to receive classroom physical activity (Academic Achievement and Physical Activity Across the Curriculum, n = 9) or control (i.e., no physical activity, n = 8) for a 3-yr trial. Teachers were trained to deliver physically active lessons with moderate to vigorous intensity targeting 100 min·wk−1. Outcome measures included academic achievement (Wechsler Individual Achievement Test III), administered at baseline and repeated each spring for 3 yr; time spent in moderate to vigorous physical activity (MVPA); and TOT pre- and postphysical activity. Multilevel modeling was used to estimate the effects of percent time spent in MVPA and percent TOT postlesson on academic achievement and the change in these effects over 3 yr, accounting for dependency among observations and covariates including age, gender, race, free or reduced lunch, BMI, and fitness.
• RESULTS: A greater percentage of time performing MVPA was significantly associated with higher math scores (P = 0.034) and spelling scores (P < 0.001), but not reading scores. Academic achievement was not associated with TOT.
• CONCLUSION: Findings suggest that a greater percentage of time spent participating in MVPA results in higher math scores and spelling scores, but not reading scores, independent of TOT. Future studies should continue to evaluate the influence of physically active classroom lessons on time spent on task and its effect on academic achievement. Furthermore, strategies are needed to maximize the effect and to determine the sustainability of physical activity’s effect on classroom behavior and academic achievement.
• CITATION: Szabo-Reed, A. N., Willis, E. A., Lee, J., Hillman, C. H., Washburn, R. A., & Donnelly, J. (2019). The influence of classroom physical activity participation and time on task on academic achievement. Translational Journal of the ACSM, 4, 84–95. https://doi.org/10.1249/TJX.0000000000000087

Exploring secondary science teachers’ use of classroom physical activity

• ABSTRACT: This study explored the use of classroom physical activity (PA) in secondary science classrooms. To accomplish this, semistructured interviews were conducted with secondary science teachers (n = 11). Interviews were based on the constructs of the social-ecological model. Most teachers reported using classroom PA in some form—in-class breaks, outdoor activities, and curriculum support. Teachers used classroom PA to improve academic and behavioral outcomes of students. They had varied perceptions regarding collegial support of classroom PA, but mostly felt supported by administrators. Teachers reported being unaware of their district’s and the state department of education’s beliefs about classroom PA. Overall, factors that negatively influenced classroom PA use tended to be within the interpersonal, organization, and policy levels of the social-ecological model, while factors that positively influenced classroom PA use tended to be within the individual level.
• CITATION: Warehime, S., Snyder, K., Schaffer, C., Bice, M., Adkins-Bollwit, M., & Dinkel, D. (2019). Exploring secondary science teachers’ use of classroom physical activity. The Physical Educator, 76(1). https://doi.org/10.18666/TPE-2019-V76-I1-8361

Process evaluation of a classroom active break (ACTI-BREAK) program for improving academic-related and physical activity outcomes for students in years 3 and 4

• BACKGROUND: Active breaks in the classroom have been shown to be effective for increasing children’s physical activity, while simultaneously improving classroom behaviour outcomes. However, there is limited evidence on the feasibility and fidelity of these programs outside of the research context. The purpose of this study was to conduct a process evaluation to explore factors associated with feasibility and fidelity of a classroom active break (ACTI-BREAK) program designed to improve classroom behaviour and physical activity outcomes for children in primary (elementary) school Years 3 and 4.
• METHODS: See online abstract for methods.
• RESULTS: Teachers implemented two ACTI-BREAKS/day on average, mostly of light-intensity physical activity. Physical activity increased from baseline to mid-, but not baseline to end-intervention; classroom behaviour improved immediately following ACTI-BREAKS. Barriers to implementation included ability for students to return to task and scheduling. Facilitators included ease of implementation, flexible delivery options and student enjoyment. Students were largely satisfied with the program and enjoyed ACTI-BREAKS that incorporated choice, imagination and challenge but did not enjoy ACTI-BREAKS that evoked silliness or were perceived as too difficult and some did not like doing ACTI-BREAKS in the confined space of their classroom.
• CONCLUSIONS: Results indicated the ACTI-BREAK program was acceptable for students and feasible for teachers, however, some minor modifications in terms of required frequency and intensity could improve fidelity.
• CITATION: Watson, A., Timperio, A., Brown, H., & Hesketh, K. D. (2019). Process evaluation of a classroom active break (ACTI-BREAK) program for improving academic-related and physical activity outcomes for students in years 3 and 4. BMC Public Health, 19(1), 633. https://doi.org/10.1186/s12889-019-6982-z

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SECTION 1: Classroom-specific Research

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Association of teacher-level factors with implementation of classroom-based physical activity breaks

• BACKGROUND: Classroom-based physical activity (CBPA) breaks are a common strategy to increase elementary school children’s physical activity (PA) levels. There is limited research examining how teacher-level factors impact teacher implementation of CBPA breaks. In this study, we assessed the relationship of teacher-level factors with teacher use of a CBPA resource.
• METHODS: We randomized 6 elementary schools in rural Oregon into control (N = 3) or intervention (N = 3) conditions. Each teacher at intervention schools received the CBPA resource. Teachers at control schools received 1 CBPA-Toolkit per grade level to share, and received no training. We surveyed teachers on their use of the toolkit, implementation support and self-efficacy, and value for PA. Logistic regression was used to examine the odds of toolkit use by teacher-level factors.
• RESULTS: Among survey respondents (N = 83), 57% were self-identified toolkit users and 48% attended a training. Training participation and teacher implementation self-efficacy were associated with greater odds of using the toolkit (odds ratio, OR = 7.76 [95% confidence interval, CI = 1.39-43.19] and OR = 5.54 [95% CI = 1.24-23.87], respectively).
• CONCLUSION: CBPA tools supported with training aimed at developing teachers’ implementation self-efficacy increased the likelihood of teachers employing CBPA tools.
• CITATION: Abi Nader, P., Hilberg, E., Schuna, J. M., John, D. H., & Gunter, K. B. (2018). Association of teacher-level factors with implementation of classroom-based physical activity breaks. Journal of Physical Activity and Health, 1–7. https://doi.org/10.1123/jpah.2017-0218

Effects of an interdisciplinary approach integrating mathematics and physical education on mathematical learning and physical activity levels

Associations of physical activity, sedentary behavior, and enjoyment of physcial activity with children’s literacy

• ABSTRACT: Evidence is growing that physical activity can impact cognitive functioning. This study examined the associations between physical activity, sedentary behavior and attitude toward physical activity on measures of literacy. Community literacy center participants (n = 20, mean age = 9.5 yrs.) wore accelerometers for three days and completed the Physical Activity Enjoyment Scale (PACES). Decoding (DC), comprehension (COMP), and general reading (GR) scores from the Gray Diagnostic Reading Tests-2 nd edition were obtained. Associations between total minutes of moderate-to-vigorous physical activity (MVPA), percentage of time spent in sedentary behaviors (ST), PACES, steps per minute (SPM), BMI-z, DC, COMP, and GR were examined. Children engaged in 50.9 minutes per day of MVPA. The correlation between steps per minute and GR was (.33). COMP was mildly correlated with SPM (.274). There was a mild inverse relationship between BMI-z and both COMP (-.21) and GR (-.17). An inverse relationship was found between PACES and ST (-.31). Modest relationships between activity and literacy values were found indicating the need for further study of the relationships between habitual physical activity and literacy.
• CITATION: Darracott, C. R., Darracott, S. H., & Harris, P. P. (2019). Associations of physical activity, sedentary behavior, and enjoyment of physcial activity with children’s literacy. Reading Improvement, 56(2), 51–58.

Prospective associations between participation in leisure-time physical activity at age 6 and academic performance at age 12

• ABSTRACT: For many children, leisure time represents a privileged moment to engage in physical activity. This study aims to examine prospective associations between kindergarten participation in leisure-time physical activity and academic performance by the end of sixth grade. Gender-specific associations are also explored. Participants are from the Quebec Longitudinal Study of Child Development, a 1997–1998 birth cohort from the province of Quebec, Canada (n = 2837). When children were age 6 (2004), mothers reported on their child’s participation in three types of leisure-time physical activity (sports, other structured physical activities, and unstructured physical activities). At age 12 (2010), children’s academic indicators were reported by teachers and by children themselves. Academic outcomes were then linearly regressed on leisure-time physical activity participation, while controlling for individual and family confounders. Unstructured physical activities were the most popular among both girls and boys. Sports were the second most popular activity among boys, whereas other structured physical activities were the second most popular among girls. Higher overall participation in leisure-time physical activity at age 6 was associated with better teacher-reported grades in language and math (β = 0.075 and β = 0.102, respectively) and self-reported grades in language (β = 0.103), as well as with higher classroom engagement (β = 0.077,) at age 12. Regression coefficients are standardized. All the associations were significant (p ≤ .05). Promoting leisure-time physical activity may be an effective way to encourage children to be active and to help them improve their academic performance, both leading to long-term wider benefits.
• CITATION: Gonzalez-Sicilia, D., Brière, F. N., & Pagani, L. S. (2019). Prospective associations between participation in leisure-time physical activity at age 6 and academic performance at age 12. Preventive Medicine, 118, 135–141. https://doi.org/10.1016/j.ypmed.2018.10.017

Program reach and implementation feasibility of a physical activity school health program: A qualitative study of teachers’ perception

• BACKGROUND: The reasons for the mixed evidence of the effectiveness of school-based physical activity programs can be many, including implementation challenges. Studying program implementation can potentially contribute to enhancing effectiveness, the design of future interventions, improved implementation, and the interpretation of outcomes.
• METHODS: For this process evaluation, individual interviews were conducted with 16 teachers who had implemented the program “Active All Year Round” in a fifth-grade school class (students aged 9–11 y) in 2017. Through systematic text condensation feasibility and barriers of program implementation, perceived program reach and the programs’ influence on social cohesion were identified and discussed.
• RESULTS: Teachers described the program as very feasible to implement and identified very few implementation barriers, the most prominent being time constrains. Perceived program reach was very high, and teachers reported that those students who are less confident when it comes to physical activity did not have differential participation than those feeling more confident about physical activity. Finally, the program was perceived to positively affect social cohesion in class.
• CONCLUSIONS: Active All Year Round is a standardized, flexible, and easily implemented program in Danish schools. Future studies are needed to study implementation from a student’s perspective and/or students’ role in and experiences with competition-based health programs.
• CITATION: Guldager, J. D., Leppin, A., Seelen, J. von, & Andersen, P. T. (2019). Program reach and implementation feasibility of a physical activity school health program: A qualitative study of teachers’ perception. Journal of Physical Activity and Health, 1, 1–8. https://doi.org/10.1123/jpah.2018-0583

Increasing physical activity in schools: Strategies for school health practitioners

• BACKGROUND: Colorado passed House Bill 11-1069 in 2011 requiring all public elementary schools to provide students with a minimum of 30 minutes of physical activity (PA) per school day (Physical Activity Expectation in Schools, 2011). The purpose of this article is to describe the results of a 3-year initiative to increase opportunities for PA and to provide recommendations for school health practitioners implementing similar programming.
• INTERVENTION: In 2014, 13 school districts were funded to increase student PA during school hours and before and after school hours. Intervention activities spanned all components of the Comprehensive School Physical Activity Program framework. An evaluation was conducted to estimate the number of schools providing at least 30 minutes of PA a day. A mixed methods evaluation design was implemented that included tracking the number of minutes of PA provided before, during, and after school and semistructured interviews with school health coordinators.
• RESULTS: In Year 1, an average of 48 minutes of PA were provided per day. By the end of year 3, the average minutes of PA doubled to 90 minutes per day. Teachers and staff identified professional development and administrator support as key components to incorporating more PA throughout the school day.
• CONCLUSIONS: Health promotion interventions in schools can increase access to PA opportunities for students. Sustainability of PA efforts in schools is dependent on funding to support professional development for teachers and staff and building administrative support for school-based PA.
• CITATION: Kelly, C., Carpenter, D., Behrens, T. K., Field, J., Luna, C., Tucker, E., & Holeva-Eklund, W. M. (2019). Increasing physical activity in schools: Strategies for school health practitioners. Health Promotion Practice. https://doi.org/10.1177/1524839919857983

Association between Comprehensive School Physical Activity Program implementation and principal support

• The use of Comprehensive School Physical Activity Program (CSPAP) has been recommended to help students achieve 60-minutes of physical activity each day. Implementing a CSPAP requires planning, coordination, and ongoing oversight, but an understudied factor is how principal support influences CSPAP implementation. The purpose of this study was to evaluate the impact of principal support on CSPAP implementation.
• METHOD. Schools in the Iowa FitnessGram Initiative (n = 84), a participatory network of schools committed to supporting physical education and wellness efforts, were invited to participate in the study. Physical education teachers from 42 schools completed a survey assessing CSPAP implementation and principal support for school wellness. Descriptive statistics and correlation analyses were used to report associations between the variables. A regression analysis was conducted to evaluate the impact of principal support on CSPAP implementation.
• RESULTS. Almost half of the schools were reported to be fully implementing just one CSPAP component and no school was reported to be fully implementing all five. The CSPAP component with the highest reported level of implementation was quality physical education, while the lowest level of implementation was reported for family and community engagement and staff involvement. The regression analysis identified that principal support was a significant predictor of CSPAP implementation, b = 0.55, t(37) = 3.10, p < .004.
• CONCLUSIONS. Principal support is associated with implementation of CSPAP initiatives. Strategies that focus on how to attain principal support for CSPAP initiatives are needed and could have a significant impact on student physical activity and health.
• CITATION: Lee, J. A., & Welk, G. J. (2019). Association between Comprehensive School Physical Activity Program implementation and principal support. Health Promotion Practice. https://doi.org/10.1177/1524839919862767

Physical activity of university students and its relation to physical fitness and academic success

• INTRODUCTION: The purpose of this study was to determine the physical activity performed by students, its frequency and intensity and how this physical activity may relate to their physical fitness and academic success.
• METHODS: The sample consisted of 297 undergraduate students from 20 to 22 years of age (mean 20.5 ± 0.7) from the University of Maribor. The type and frequency of physical activity in which they engaged were measured using the IPAQ. Academic performance was defined as regular admission to the second year of study. Students’ physical fitness was determined using Eurofit and FitnessGram tests.
• RESULTS: Analysis of the IPAQ questionnaire shows that the majority of students reported being physically active in the afternoon. Nevertheless, according to the WHO’s guidelines, 79.8 % of students were insufficiently physically active. The results show that males performed better than females in nearly all of the physical fitness tests. Periods of two to three hours of weekly physical activity were positively associated with academic success, while four hours or more resulted in no contribution.
• CONCLUSION: Correlations between physical activity and physical fitness were primarily found in higher duration physical activity and in higher frequency of vigorous exercise. The results of this study are similar to those of other countries regarding the insufficient physical activity of young people. The influence of physical activity on academic success was analyzed by binary logistic regression. The majority of students were academically successful and regularly admitted to the second year of study (86.5 %).
• CITATION: Lipošek, S., Planinšec, J., Leskošek, B., & Pajtler, A. (2019). Physical activity of university students and its relation to physical fitness and academic success. Annales Kinesiologiae, 9(2), 89–104.

Physical activity within school contexts: The bigger bang theory

• ABSTRACT: Schools are salient locations for promoting and providing physical activity, but they fail to meet the public health recommendation of providing at least half the 60 min of physical activity that children need daily. To help solve this school deficit, the author proposes that the “biggest bang” would result from developing and implementing school physical activity policies. However, this remains a theory because school policy studies are in their infancy and rarely include direct measures of physical activity. Physical activity does not just happen generally in schools but occurs within specific contexts such as physical education and leisure-time programs. Alternative methods to self-reports are needed to study physical activity policies, and direct observation tools are available to assess physical activity within specific contexts. Private and charter schools are understudied, and they should be included in future investigations.
• CITATION: McKenzie, T. L. (2019). Physical activity within school contexts: The bigger bang theory. Kinesiology Review, 1–6. https://doi.org/10.1123/kr.2018-0057

‘The world is a happier place’: Celebration in a whole-of-school physical activity initiative

• ABSTRACT: Understanding factors that influence children’s participation in sport and physical activity is critical to designing more appealing youth opportunities and programmes. Whole-of-school initiatives offer one way to promote children’s physical activity, but little is understood about how celebration within these initiatives influences children’s physical activity behaviours. Through this study we aimed to answer the question: what are participants’ experiences of physical activity-related celebration within a whole-of-school physical activity initiative? Answering this question helped us to explore the relationship between celebration and school-based physical activity participation. This study was situated within Irish primary schools (N = 14) who were working towards the award of an ‘Active School Flag’. Data for analysis included each school’s Active School Flag application (N = 14), individual interviews with Active School Flag coordinator teachers (N = 14) and focus groups (N = 13) with children (N = 62). An inductive approach to analysis using open, axial and selective coding was employed. Celebration was an important part of the Active School Flag process, and the messages children associated with celebration were influential in shaping their understanding of what was important in relation to their physical activity participation. Acknowledgement of the merits of competitive sport beyond the focus on winning led to more inclusive physical activity approaches. Messages indicating that effort and participation were valued alongside excellence and winning were an important source for children to consider when making judgements about physical activity participation. Findings indicate the merit of including physical activity-related celebration within whole-of-school physical activity initiatives.
• CITATION: Ní Chróinín, D., & McMullen, J. (2019). ‘The world is a happier place’: Celebration in a whole-of-school physical activity initiative. European Physical Education Review. https://doi.org/10.1177/1356336X19858115

Physical activity during school recess: A missed opportunity to be active?

• OBJECTIVE: The goals of this study were to (1) describe physical activity levels during school recess in 8-year-old children, (2) analyse the percentage of children who achieved physical activity recommendation at recess, and (3) examine if recess physical activity levels varied by gender, weight status, and parental educational level.
• METHODS: In all, 291 children (mean age ± SD = 8.3 ± 0.3 years, 156 boys) from 7 schools of Granada (Spain) were recruited by convenience. To analyse sedentary time and physical activity levels during recess, children wore a tri-axial accelerometer attached to the wrist over five consecutive school days.
• RESULTS: Sedentary time (29.6% vs 40%) and light physical activity (33.2% vs 35.5%) were lower in boys than in girls (all p < .001). Conversely, moderate physical activity (26.7% vs 20%), vigorous physical activity (10.5% vs 4.4%) and moderate-vigorous physical activity (37.2% vs 24.4%) were higher in boys than in girls (all p < .001). Only 12% of the children accomplished the moderate-vigorous physical activity recommendations during recess (21.2% boys vs 1.5% girls). Lower body mass index values were associated with higher vigorous physical activity intensity.
• CONCLUSIONS: Levels of moderate-vigorous physical activity during school recess are very low in children, being lower in girls than in boys, a very low percentage of children achieve moderate-vigorous physical activity recommendations during school recess, and girls and overweight/obese children show lower values in moderate-vigorous and vigorous physical activity.
• CITATION: Tercedor, P., Segura-Jiménez, V., Ávila García, M., & Huertas-Delgado, F. J. (2019). Physical activity during school recess: A missed opportunity to be active? Health Education Journal, 0017896919859044. https://doi.org/10.1177/0017896919859044

Physical activity and academic performance in primary school: an essential relation

• ABSTRACT: The aim of the study is to investigate the relation between body, physical activity and learning during the age of development. Overcoming the superficial factor often attributed to physical activity and considered secondary to intellectual activity even from the educational institution, it has been highlighted and analyzed the benefit that physical activity brings to the state of health of the individual, as well as the relation to the positive outcomes it has on academic performance in primary school. The course of the study starts from the analysis of the main contributions on the theories of learning originating from behaviorism, cognitivism and constructivism, following up with an overview of the studies in the neuro-bio-physiological field which has provided significant explanations about the relation between physical activity and cognitive and emotional techniques. The analysis of the selected ten scientific studies, enabled to observe the outcomes on the academic performance of primary school children after the integration of a few extra hours of physical activity in the classroom lessons.
• CITATION: Valentini, M., Rossini, C., Altavilla, G., & Federici, A. (2019). Physical activity and academic performance in primary school: An essential relation. Journal of Physical Education and Sport, 2019(5), 2005–2010. https://doi.org/10.7752/jpes.2019.s5302

Girls on the Run: Impact of a physical activity youth development program on psychosocial and behavioral outcomes