Classroom-Based Strategies to Reduce Disparities in Physical Activity Among Children with Asthma

Beemer, Lexie R.; Lewis, Toby C.; Ajibewa, Tiwaloluwa A.; Dopp, Richard; Eisman, Andria B.; Hasson, Rebecca E.

doi:10.1007/s11121-022-01347-7

Cited by 5 publications

(9 citation statements)

References 44 publications

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“…These findings are similar to Reznik et al (2015), who demonstrated that participation in a 10-min teacher-led activity break was equally effective in increasing step counts for both kindergarten and firstgrade boys and girls. We also demonstrated that compared with students without asthma, a higher percentage of students with asthma participated in MVPA during InPACT activity breaks (Beemer et al, 2022). Only six instances of asthmatic symptoms (coughing) were observed during the 20-week intervention in students with asthma following an activity break.…”

Section: Avenues For Future Researchmentioning

confidence: 68%

“…A growing body of literature now confirms that evidencebased classroom PA interventions implemented in elementary school settings significantly increase PA levels (Bassett et al, 2013;Masini et al, 2020) and improve weight status (Donnelly et al, 2009), on-task behavior (Daly- , and academic achievement (Norris et al, 2020)-all of which are key motivators for schools to adopt these programs (Densley et al, 2021). Previous research also suggests that classroom activity breaks provide positive PA experiences for boys, girls, and children with asthma, helping to reduce gender and asthma disparities in PA participation (Beemer et al, 2018(Beemer et al, , 2022. Consistent with these findings, adoption rates (the intention, initial decision, or action to try or employ an innovation or evidence-based practice; Proctor et al, 2011) of classroom-based PA interventions across the United States are nearly universal in elementary schools (92%; Densley et al, 2021).…”

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confidence: 67%

“…concerns (e.g., asthma;Beemer et al, 2022;Schwartz et al, 2022; or type 1 diabetes) during an activity break. Finally, teachers are trained on integrating PA breaks into their curriculum.…”

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confidence: 99%

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Closing the Gap Between Classroom-Based Physical Activity Intervention Adoption and Fidelity in Low-Resource Schools

et al. 2023

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The adoption of classroom-based physical activity interventions in elementary schools is nearly universal (92%), but fewer than 22% of teachers who implement activity breaks achieve a dose of 10 min/day. Dissemination and implementation science frameworks provide a systematic approach to identifying and overcoming barriers likely to impede successful adoption and fidelity of evidence-based interventions. This review highlights the development and subsequent tailoring of a classroom-based physical activity intervention, Interrupting Prolonged sitting with ACTivity (InPACT), for delivery in low-resource schools using implementation science frameworks focused on equity. Unlike most classroom physical activity interventions, tailored InPACT includes a suite of implementation strategies (methods or techniques that support adoption, implementation, and sustainment of a program or practice) and, thus, has been designed for dissemination. These strategies were focused on increasing teacher self-efficacy and reducing multilevel implementation barriers in low-resource schools to promote intervention fidelity, effectiveness, and sustainment.

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Section: Avenues For Future Researchmentioning

confidence: 68%

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confidence: 67%

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Closing the Gap Between Classroom-Based Physical Activity Intervention Adoption and Fidelity in Low-Resource Schools

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“…Evidence-based programs and strategies to increase PA in communities have been developed from research-generated knowledge and have been incorporated into community preventive services across the country (Fulton et al, 2018;National Cancer Institute, 2022;Truman et al, 2000). Culturally tailored interventions have also been shown to have success in diverse racial populations including Latino (Agui˜naga& Marquez, 2019;Beemer et al, 2022;Hasson et al, 2021;Marcus et al, 2015;Marquez et al, 2016) and Black (Clark et al, 2018;Keith et al, 2016;Parra-Medina et al, 2011;Pekmezi et al, 2020;Wilcox et al, 2007) communities.…”

Section: Intervention Research Establishing Efficacy Of Strategies Fo...mentioning

confidence: 99%

Future Directions for Transforming Kinesiology Implementation Science Into Society

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Physical activity policy can play a crucial role in ensuring that individuals, communities, and societies can obtain the wide range of health benefits associated with regular physical activity participation. Policies such as Title IX, the Americans With Disabilities Act, and state physical education laws have all increased opportunities for millions of Americans to participate in physical activity. With that said, how policies are developed and implemented vary considerably. The purpose of this manuscript is to contrast an academic conceptual framework with a pragmatic approach for policy implementation. In an ideal world, polices would be developed from foundational knowledge, scaled up to community-level interventions, and implemented in a sequential fashion. However, policy implementation is a disorderly process that requires a practical methodology. The National Physical Activity Plan encompasses strategies and tactics across 10 key societal sectors—and highlights the disorderly process of policy implementation across the various sectors.

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“…[19][20][21] In addition to PE and recess, 16,17,22 classroom PA breaks have provided positive PA experiences in both boys and girls helping to reduce gender and asthma inequalities in PA participation. [23][24][25][26] This is particularly relevant for girls experiencing socioeconomic disadvantage 27 and for children with asthma who have cardiorespiratory limitations. 28 Parents from both demographic groups have voiced concerns regarding their child's safety while exercising and their desire for safe spaces for girls and safe exercises for children with asthma to be physically active.…”

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confidence: 99%

Aligning Organizational Priorities and System Policies to Support Implementation Scale‐Up of a Tailored Classroom‐Based Physical Activity Intervention in Low‐Resource Schools*

Hasson

Eisman

Wassmann

et al. 2023

Journal of School Health

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Background A mismatch between organizational priorities and system‐level policies can negatively impact implementation and sustainment of classroom‐based physical activity (PA) interventions. The purpose of this study was twofold: (1) present methods to systematically identify organization‐ and system‐level implementation barriers, and (2) align organizational priorities and system policies by designing multi‐level implementation strategies. This alignment will support implementation scale‐up of a tailored PA intervention in one low‐resource intermediate school district (ISD; 16 districts, 32 schools) in central Michigan. Methods Multi‐level assessments of organizational readiness were conducted using the Hexagon Discussion and Analysis Tool to assess intervention‐context fit, the Wellness School Assessment Tool 3.0 to evaluate district PA policy strength and comprehensiveness, and semi‐structured interviews were conducted to assess administrative support and priorities related to PA programming. Results Our assessments revealed three implementation barriers: limited structural capacity to sustain teacher training, limited resources across districts and school buildings to support teachers, and misalignment of ISD and district PA policies and priorities. Conclusions Greater attention to organizational capacity and existing infrastructure should be considered a priori to support effective implementation and sustainment of PA interventions in low‐resource schools.

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Classroom-Based Strategies to Reduce Disparities in Physical Activity Among Children with Asthma

Cited by 5 publications

References 44 publications

Closing the Gap Between Classroom-Based Physical Activity Intervention Adoption and Fidelity in Low-Resource Schools

Closing the Gap Between Classroom-Based Physical Activity Intervention Adoption and Fidelity in Low-Resource Schools

Future Directions for Transforming Kinesiology Implementation Science Into Society

Aligning Organizational Priorities and System Policies to Support Implementation Scale‐Up of a Tailored Classroom‐Based Physical Activity Intervention in Low‐Resource Schools*

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