Optimizing Physical Activity Opportunities in and Beyond Schools Amid COVID-19

Imagbe, Stacy; Wang, Baofu; Androzzi, Jared; Chen, Senlin

doi:10.1080/07303084.2022.2100531

Cited by 2 publications

(1 citation statement)

References 26 publications

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“…The findings from the current study demonstrate the number of canceled programs and opportunities for PA that schools provide outside of physical education classes. Though physical education is essential in providing children with physical literacy, motivation, knowledge, and skills for PA [ 30 ], it may not be sufficient in ensuring adolescents meet PA guidelines; identifying programs that are robust against closures and restrictions may offer insight into opportunities for PA [ 31 ]. Additionally, we found that despite the challenges posed by the COVID-19 pandemic, a majority of the schools in our sample reported staff having completed PA-related training, which is crucial in school-based PA program implementation and overall physical education outcomes [ 14 , 15 ].…”

Section: Discussionmentioning

confidence: 99%

Changes to Secondary School Physical Activity Programs and Policy after Emerging from COVID-19 Lockdowns

Chattha,

Duncan,

Riazi

et al. 2024

IJERPH

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The purpose of this study was to explore the adaptations that schools made to physical activity programs and facilities, and disparities by area urbanicity and income, during the first school year after the emergence of the COVID-19 pandemic. In a convenience sample of 132 secondary schools in Canada, school contacts responded to an annual survey in the 2020–2021 school year on changes to physical activity programs and facilities, and related staff training. Content analysis categorized open-ended text responses, and schools were compared based on area urbanicity and median income. Most schools canceled all interschool sports (88.9%) and intramurals (65.9%). New programs were added by 12.6% of schools, and about half (49%) of schools reported some continuing programs, most of which were sports programs, followed by facility and equipment access. Physical activity facilities were closed in 18.1% of schools, while 15.7% had new facilities added, and 11% temporarily converted facilities into learning spaces. Large/medium urban schools were at greater odds of having made any change to their facilities compared to schools in rural/small urban areas (odds ratio (95% confidence interval): 2.3 (1.1, 4.8)). The results demonstrate the considerable scale and nature of the restrictions in school provisions of physical activity opportunities during this period, as well as the resourcefulness of some schools in adding new programs and facilities.

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Section: Discussionmentioning

confidence: 99%

Changes to Secondary School Physical Activity Programs and Policy after Emerging from COVID-19 Lockdowns

Chattha,

Duncan,

Riazi

et al. 2024

IJERPH

View full text Add to dashboard Cite

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Adolescents’ Behaviors, Fitness, and Knowledge Related to Active Living before and during the COVID-19 Pandemic: A Repeated Cross-Sectional Analysis

Chen

Wang

Imagbe

et al. 2022

IJERPH

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Background: Nearly all schools in the United States experienced shutdown followed by phased reopening during the COVID-19 pandemic, thereby limiting students’ opportunities for physical activity (PA). This study aimed to examine adolescents’ PA at school (PAS) and PA out-of-school (PAO), screen-based sedentary behaviors (SbSB), health-related fitness, and knowledge understanding about PA and fitness before and during the pandemic. Methods: Three rounds of data were collected: Time 1 pre-pandemic (January 2020; n = 405), Time 2 schools partially reopened (February 2021; n = 412), and Time 3 schools fully reopened (March 2021; n = 450). Adolescents completed the Youth Activity Profile, the 20 m Progressive Aerobic Cardiovascular Endurance Run (PACER) test and Plank test, and a written test, to measure the behaviors (T1, T2, T3), fitness (T2–T3), and knowledge (T1, T2, T3), respectively. Results: Inferential statistical analyses revealed a significant time effect for the behaviors and fitness. From T1 to T2 PAO decreased but PAS increased; whereas SbSB decreased at T3 compared to T1 and T2. Health-related fitness improved from T2 to T3. Further, the change patterns for SbSB varied by grade, and those for knowledge understanding varied by gender. Conclusion: The findings confirm the disruptive impact of the COVID-19 pandemic on adolescents’ active living but varied by school grade and gender. The favorable changes from T2 to T3 observed for fitness and other constructs may be partially attributable to an interrupted fitness education intervention. The findings may guide the design and evaluation of future interventions addressing the physical inactivity pandemic during public health crises (e.g., COVID-19).

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Optimizing Physical Activity Opportunities in and Beyond Schools Amid COVID-19

Cited by 2 publications

References 26 publications

Changes to Secondary School Physical Activity Programs and Policy after Emerging from COVID-19 Lockdowns

Changes to Secondary School Physical Activity Programs and Policy after Emerging from COVID-19 Lockdowns

Adolescents’ Behaviors, Fitness, and Knowledge Related to Active Living before and during the COVID-19 Pandemic: A Repeated Cross-Sectional Analysis

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