Acceptability and Feasibility of Single-Component Primary School Physical Activity Interventions to Inform the As
Sk Project
Bibliographic Data
| ID | 15716435 |
|---|---|
| Authors | Sarah L Taylor (0000-0002-4875-9951, Edge Hill University, corresponding author), Robert J Noonan (0000-0001-9575-5729, Edge Hill University), Zöe Knowles (0000-0003-1129-2275, Liverpool John Moores University), Zoe R Knowles (Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool L3 2AT, UK), Bronagh McGrane (0000-0001-6891-7729, Dublin City University), Whitney B Curry (0000-0001-8621-6053, Cornwall Council), Stuart J Fairclough (0000-0001-8358-1979, Edge Hill University) |
| Year | 2018 |
| Volume | 5 |
| Issue | 12 |
| Pages | 171-171 |
| Publication date | 2018-12-17 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Children (JOURNAL) |
| Journal identifiers | ISSN: 2227-9067 • E-ISSN: 2227-9067 |
| Publisher | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/children5120171 |
| PMID | 30563018 |
| OpenAlex | W2904446107 |
| Language | EN |
| Citations received | 3 |
| References cited | 63 |
Multi-component school-based interventions provide physical activity (PA) opportunities for children but are often difficult for schools to execute and may not be implemented as intended. The primary aim of this study was to explore the acceptability and feasibility of three brief single-component primary school PA interventions targeting 9−10-year-old children. The secondary aim was to examine the effectiveness of the interventions on increasing PA levels and reducing sedentary time. The single-component interventions included active classroom breaks (AB; 3 schools; n = 119 children) Born to Move (BTM) exercise videos (2 schools; n = 50 children), and playground supervisory staff training (2 schools; n = 56 children). Qualitative data from participating children ( n = 211), class teachers ( n = 6), and playground supervisory staff ( n = 8) explored the experiences, acceptability, and feasibility of each intervention component. Accelerometers were worn by 225 children during the last week of implementation. Teachers reported that they were able to implement ABs daily, but BTM videos were more difficult to implement daily because of accessing sufficient space. Playground staff reported difficulties in implementing activities due to children's age and competing responsibilities on the staffs' time. Children reported that the ABs and BTM videos were enjoyable. During half hour time windows, including the ABs and BTM videos, children engaged in 4.8 min and 8.6 min of moderate to vigorous PA (MVPA) on average, respectively. ABs and BTM videos positively affected MVPA. ABs were feasible to implement; however, teachers faced some barriers in implementing the BTM videos. Feasibility of playground interventions may be dependent on staff responsibilities and age of the children
Component (thermodynamics · Medical education · Physical activity · Physical therapy · Physics · Primary (astronomy · Psychological intervention · Children's Physical and Motor Development · Environmental Science · Medicine · Nursing · Obesity, Physical Activity, Diet · Physical Activity and Health · Psychology
Implementation of school based physical activity interventions
Physical Activity for Cognitive and Mental Health in Youth
The use of focus group discussion methodology
Age Group Comparability of Raw Accelerometer Output from Wrist- and Hip-Worn Monitors
Effect of classroom-based physical activity interventions on academic and physical activity outcomes
Physical Activity During School Recess
Separating Movement and Gravity Components in an Acceleration Signal and Implications for the Assessment of Human Daily Physical Activity
Objectively measured physical activity and sedentary time in youth
Exercise, physical activity, and self-determination theory
Systematic review of sedentary behaviour and health indicators in school-aged children and youth
The Youth Physical Activity Promotion Model
Process evaluation of complex interventions
Developing and evaluating complex interventions
“It’s a Battle… You Want to Do It, but How Will You Get It Done?”
Evaluation of a Pilot School-Based Physical Activity Clustered Randomised Controlled Trial—Active Schools
In Search of Consistent Predictors of Children’s Physical Activity
Predictors of Segmented School Day Physical Activity and Sedentary Time in Children from a Northwest England Low-Income Community
Adiposity and the isotemporal substitution of physical activity, sedentary time and sleep among school-aged children
Write, draw, show, and tell
A non-equivalent group pilot trial of a school-based physical activity and fitness intervention for 10–11 year old english children
Barriers and facilitators to the implementation of a school-based physical activity policy in Canada
Using formative research to develop CHANGE
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
Teachers' and students' perspectives of participating in the ‘Active Classrooms’ movement integration programme
Increasing Children’s Physical Activity During School Recess Periods
Using thematic analysis in psychology
| Citations per year | 0.5 |
|---|---|
| Citation span | 2020 - 2023 (4) |
| Highly cited | No |