Impact of California Children’s Power Play! Campaign on Fruit and Vegetable Intake and Physical Activity among Fourth- and Fifth-Grade Students

Abstract

Power Play! can help schools and community organizations improve low-income children's FV intake and PA during recess/lunch.

School Breakfast Policy Is Associated with Dietary Intake of Fourth- and Fifth-Grade Students

“…32 No changes were made to the school breakfast schedule or food offerings. All study protocols were reviewed and approved by the Institutional Review Board at the Public Health Institute, an independent nonprofit organization focusing on health promotion, which spearheaded the original study.…”

A Systematic Review and Qualitative Synthesis Resulting in a Typology of Elementary Classroom Movement Integration Interventions

“…Some research-driven interventions included MI programs that incorporated a body awareness approach, in which body posture, coordination, mindful movements, breathing, and relaxation were the main focus [57,72,76,77]. Two interventions integrated movement as an opening activity or during school transitions [72,73] while four studies did not report how movement was integrated in their intervention [63,67,69,78].…”

“…The majority (21 out of 37) of the researcher-driven interventions provided written materials in form of lesson plans, manuals or resources, such as CDs, magazines, activity cards, and kits [50-55, 57-59, 61, 70-72, 74, 75, 77, 79, 80, 82, 83, 85, 86] while six interventions did not share resources with teachers, schools, and/or students [56,62,65,68,73,76]. The remaining nine interventions did not report any information about resources [60,63,64,66,67,69,78,81,84]. In addition to the aforementioned resources, only two studies utilized equipment (e.g., sports balls) in their programs [57,85].…”

“…Two interventions used a standardized video for MI [77,83]. Seven researcherdriven interventions did not provide training [53,63,64,67,68,75,79] and four did not report if there was any training [52,76,82,84]. The duration of the training varied from 30 min [54] to a full school day [50,60,61,78].…”

“…Two researcher-driven interventions focused on fundamental motor skill development [78,85] and six on light intensity physical activities, such as stretching, yoga, coordination and breathing exercises [57,72,76,77,84,86]. Lastly, five interventions did not report the type and/or intensity of the activities [51,55,60,67,70]. The duration of MI activities per day varied substantially from under 10 min [52,65,68,73,76] to over 50 min [60,66], with the most common duration being 10-20 min [51, 53, 56, 58, 59, 61-65, 70-72, 75, 80, 83, 85, 86] and the shortest being 3-4 min [68,73].…”