Can we skill and activate children through primary school physical education lessons? “move it groove it”—a collaborative health promotion intervention

Beurden, Eric van; Barnett, Lisa M.; Zask, Avigdor; Dietrich, UC; Brooks, Lyndon O; Beard, John

doi:10.1016/s0091-7435(02)00044-0

Cited by 181 publications

(200 citation statements)

References 38 publications

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“…Assessments using both accelerometry and the SOFIT have repeatedly found that 35-40 % of PE class time is spent in MVPA in both primary and secondary grade levels [35][36][37][38]. These studies, as well as the elementary, middle, and high school mean percentages in LAUSD, fall short of the HHS Healthy People 2020 recommendations that students engage in MVPA at least 50 % of class time [6].…”

Section: Discussionmentioning

confidence: 99%

Physical Education and Student Activity: Evaluating Implementation of a New Policy in Los Angeles Public Schools

Lafleur¹,

Strongin²,

Cole

et al. 2013

ann. behav. med.

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Background California law has standards for physical education (PE) instruction in K-12 public schools; audits found that the Los Angeles Unified School District did not enforce the standards. In 2009, the district adopted a PE policy to comply with these standards. Purpose This study aimed to evaluate the outcomes of the PE policy in district schools. Methods PE class observations were conducted using the System for Observing Fitness Instruction Time in the 2010-2011 and 2011-2012 school years in an income-stratified random sample of 34 elementary, middle, and high schools to assess changes in PE class size, class duration, and time students spent in moderate to vigorous physical activity. Results PE class duration increased in high-income elementary schools. Mean class size decreased in low-income middle schools. Conclusions There was limited implementation of the PE policy 2 years after passage. Opportunities exist to continue monitoring and improving PE quantity and quality.

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Section: Discussionmentioning

confidence: 99%

Physical Education and Student Activity: Evaluating Implementation of a New Policy in Los Angeles Public Schools

Lafleur¹,

Strongin²,

Cole

et al. 2013

ann. behav. med.

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“…From this number, 22 studies (representing 19 unique interventions) were included. 54 The majority of studies were conducted in the United States, 34,37,47,[52][53][54] Australia, 35,42,48,50,51 and Sweden. 36,43,44,49 The majority of interventions were evaluated in primary/elementary schools among children, with only 1 study in high school with adolescents.…”

Section: Overview Of Studiesmentioning

confidence: 99%

“…The sample sizes for the studies ranged from 13 42 to 1464, 34 and 10 studies had a sample size of .250. 34,36,39,40,43,44,48,50,51,53 Risk of Bias Within Studies BCT, behavioral choice theory; CMT, competence motivation theory; CON, control; FMS, fundamental movement skills; FU, follow-up -assessments conducted after the completion of the intervention and the initial posttest assessments; GMQ, Gross Motor Quotient; INT, intervention; K, kindergarten; MUGI, Motorisk Utveckling som Grund för Inlärning-motor skills as foundation for learning; PE, physical education; PT, posttest -assessments conducted after baseline assessments and/or immediately after completion of the intervention; p/y, per year; RCT, randomized controlled trial; RET, retention; SCT, social cognitive theory; SHARK, Skills Honing and Active Recreation for Kids; TGMD-2, Test for Gross Motor Development; y, year; a Facilitator refers to the individual(s) who delivered the intervention. agreement for all 187 items (percentage agreement 95%, k = 0.84).…”

Section: Overview Of Studiesmentioning

confidence: 99%

“…33,35,38,[40][41][42]47 The 'Get Skilled Get Active' measure was used to evaluate 2 interventions. 45,50,51 Matvienko et al 37 and McKenzie et al 53 developed product measures designed to assess children' s catching, kicking distance, and throwing accuracy.…”

Section: Measurement Of Fmsmentioning

confidence: 99%

“…39 Most interventions were delivered by physical education (PE) teachers [34][35][36][37][38][39]42,43,44,[46][47][48][49]53,54 or experienced coaches, 45 with some using trained classroom teachers 53 or trained preservice teachers 50,51,52 or PE specialists to help classroom teachers. 40,49 Interventions ranged in duration from 4 weeks 37 to 3 years.…”

Section: Types Of Interventionsmentioning

confidence: 99%

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Fundamental Movement Skill Interventions in Youth: A Systematic Review and Meta-analysis

et al. 2013

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BACKGROUND: Fundamental movement skill (FMS) proficiency is positively associated with physical activity and fitness levels. The objective of this study was to systematically review evidence for the benefits of FMS interventions targeting youth. METHODS:A search with no date restrictions was conducted across 7 databases. Studies included any school-, home-, or community-based intervention for typically developing youth with clear intent to improve FMS proficiency and that reported statistical analysis of FMS competence at both preintervention and at least 1 other postintervention time point. Study designs included randomized controlled trials (RCTs) using experimental and quasi-experimental designs and single group pre-post trials. Risk of bias was independently assessed by 2 reviewers.RESULTS: Twenty-two articles (6 RCTs, 13 quasi-experimental trials, 3 pre-post trials) describing 19 interventions were included. All but 1 intervention were evaluated in primary/elementary schools. All studies reported significant intervention effects for $1 FMS. Metaanalyses revealed large effect sizes for overall gross motor proficiency (standardized mean difference [SMD] = 1.42, 95% confidence interval [CI] 0.68-2.16, Z = 3.77, P , .0002) and locomotor skill competency (SMD = 1.42, 95% CI 0.56-2.27, Z = 3.25, P = .001). A medium effect size for object control skill competency was observed (SMD = 0.63, 95% CI 0.28-0.98, Z = 3.53, P = .0004). Many studies scored poorly for risk of bias items.

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Association of Physical Education With Improvement of Health-Related Physical Fitness Outcomes and Fundamental Motor Skills Among Youths

et al. 2020

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IMPORTANCE Whether quality-or quantity-based physical education (PE) interventions are associated with improvement of health-related physical fitness outcomes and fundamental motor skills (FMSs) in children and adolescents is unknown. OBJECTIVE To examine the association of interventions aimed at optimizing PE in terms of quality (teaching strategies or fitness infusion) or quantity (lessons per week) with health-related physical fitness and FMSs in children and adolescents. DATA SOURCES For this systematic review and meta-analysis, studies were identified through a systematic search of Ovid MEDLINE, Embase, Cochrane Controlled Trials Registry, and SPORTDiscus databases (from inception to October 10, 2019) with the keywords physical education OR PE OR P.E. AND fitness AND motor ability OR skills. Manual examination of references in selected articles was also performed. STUDY SELECTION Studies that assessed the association of quality-or quantity-based PE interventions with improvement in physical fitness and/or FMSs in youths (aged 3-18 years) were included. DATA EXTRACTION AND SYNTHESIS Data were processed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guideline. Random-effects models were used to estimate the pooled effect size (Hedges g). MAIN OUTCOMES AND MEASURES Health-related physical fitness outcomes and FMSs. RESULTS Fifty-six trials composed of 48 185 youths (48% girls) were included in the meta-analysis. Quality-based PE interventions were associated with small increases in health-related physical fitness (cardiorespiratory fitness [Hedges g = 0.24; 95% CI, 0.16-0.32] and muscular strength [Hedges g = 0.19; 95% CI, 0.09-0.29]) and FMSs (Hedges g = 0.38; 95% CI, 0.27-0.49). Subgroup analyses found stronger associations for quality-based PE interventions on body mass index (Hedges g = −0.18; 95% CI, −0.26 to −0.09), body fat (Hedges g = −0.28; 95% CI, −0.37 to −0.18), cardiorespiratory fitness (Hedges g = 0.31; 95% CI, 0.23-0.39), and muscular strength (Hedges g = 0.29; 95% CI, 0.18-0.39). Quantity-based PE interventions were associated with small increases in only cardiorespiratory fitness (Hedges g = 0.42; 95% CI, 0.30-0.55), muscular strength (Hedges g = 0.20; 95% CI, 0.08-0.31), and speed agility (Hedges g = 0.29; 95% CI, 0.07-0.51). CONCLUSIONS AND RELEVANCEThe findings suggest that quality-based PE interventions are associated with small increases in both student health-related physical fitness components and FMSs regardless of frequency or duration of PE lessons. Because PE aims to improve more than health, high levels of active learning time may need to be balanced with opportunities for instruction, feedback, and reflection.

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Can we skill and activate children through primary school physical education lessons? “move it groove it”—a collaborative health promotion intervention

Cited by 181 publications

References 38 publications

Physical Education and Student Activity: Evaluating Implementation of a New Policy in Los Angeles Public Schools

Physical Education and Student Activity: Evaluating Implementation of a New Policy in Los Angeles Public Schools

Fundamental Movement Skill Interventions in Youth: A Systematic Review and Meta-analysis

Association of Physical Education With Improvement of Health-Related Physical Fitness Outcomes and Fundamental Motor Skills Among Youths

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