Public Disclosure to Improve Physical Education in an Urban School District: Results From a 2‐Year Quasi‐Experimental Study

Thompson, Hannah; Vittinghoff, Eric; Linchey, Jennifer; Madsen, Kristine A.

doi:10.1111/josh.12286

Cited by 9 publications

(6 citation statements)

References 37 publications

(38 reference statements)

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“…Further, an Australian study found that 30% of government primary schools do not provide the mandated hours of planned physical activity each week [ 37 ]. The evaluation of strategies to improve compliance with physical education policies and mandates, such as public disclosure of physical education data, which has been found to increase physical education policy adherence [ 38 ], is warranted. We also found that evidence relating to the effectiveness of physical activity interventions for children and adolescents in community-based settings other than schools is scarce.…”

Section: Discussionmentioning

confidence: 99%

Interventions to improve physical activity among socioeconomically disadvantaged groups: an umbrella review

Craike

Wiesner

Hilland

et al. 2018

Int J Behav Nutr Phys Act

117

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BackgroundPeople from socioeconomically disadvantaged population groups are less likely to be physically active and more likely to experience adverse health outcomes than those who are less disadvantaged. In this umbrella review we examined across all age groups, (1) the effectiveness of interventions to improve physical activity among socioeconomically disadvantaged groups, (2) the characteristics of effective interventions, and (3) directions for future research.MethodsPubMed/MEDLINE and Scopus were searched up to May 2017 to identify systematic reviews reporting physical activity interventions in socioeconomically disadvantaged populations or sub-groups. Two authors independently conducted study screening and selection, data extraction (one author, with data checked by two others) and assessment of methodological quality using the ‘Assessment of Multiple Systematic Reviews’ scale. Results were synthesized narratively.ResultsSeventeen reviews met our inclusion criteria, with only 5 (30%) reviews being assessed as high quality. Seven (41%) reviews focused on obesity prevention and an additional four focused on multiple behavioural outcomes. For pre school children, parent-focused, group-based interventions were effective in improving physical activity. For children, school-based interventions and policies were effective; few studies focused on adolescents and those that did were generally not effective; for adults, there was mixed evidence of effectiveness but characteristics such as group-based interventions and those that focused on physical activity only were associated with effectiveness. Few studies focused on older adults. Across all ages, interventions that were more intensive tended to be more effective. Most studies reported short-term, rather than longer-term, outcomes and common methodological limitations included high probability of selection bias, low response rates, and high attrition.ConclusionsInterventions can be successful at improving physical activity among children from socioeconomically disadvantaged groups, with evidence for other age groups weak or inconclusive. More high-quality studies in this population group are needed, which adopt strategies to increase recruitment rates and reduce attrition, report longer term outcomes, and provide adequate intervention details, to allow determination of the characteristics of effective interventions. We recommend that the benefits of physical activity be recognised more broadly than obesity prevention in future studies, as this may have implications for the design and appeal of interventions.Electronic supplementary materialThe online version of this article (10.1186/s12966-018-0676-2) contains supplementary material, which is available to authorized users.

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Section: Discussionmentioning

confidence: 99%

Interventions to improve physical activity among socioeconomically disadvantaged groups: an umbrella review

Craike

Wiesner

Hilland

et al. 2018

Int J Behav Nutr Phys Act

117

View full text Add to dashboard Cite

show abstract

“…Instead, using a contextual approach, such as multi-level modelling, seems more appropriate for this type of hierarchical data because it takes into account the variation in scores at different levels [36]. This statistical approach was used in very few similar studies on MVPA in PE classes [37][38][39].…”

Section: Introductionmentioning

confidence: 99%

Effects of gender, activity type, class location and class composition on physical activity levels experienced during physical education classes in British secondary schools: a pilot cross-sectional study

et al. 2020

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Background Pupils in secondary schools do not meet the targets for physical activity levels during physical education (PE) sessions, and there is a lack of data on the vigorous physical activity domain (VPA) in PE known to be positively associated with cardio metabolic health While PE session intensity depends on a variety of factors, the large majority of studies investigating these factors have not taken into account the nested structure of this type of data set. Therefore, the aim of this study was to investigate the relationship between various factors (gender, activity type, class location and class composition) and various activity levels during PE classes in secondary schools, using a multi-level statistical approach. Methods Year eight (12–13 years old) adolescents (201 boys and 106 girls) from six schools were fitted with accelerometers during one PE session each, to determine the percentage (%) of the PE session time spent in sedentary (SPA), light (LPA), moderate (MPA), vigorous (VPA) and moderate-to-vigorous (MVPA) intensity levels. Two- and three-level (pupils, n = 307; classes, n = 13, schools, n = 6) mixed-effect models were used to assess the relationship between accelerometer-measured physical activity levels (% of class time spent in various activity levels) and gender, activity type, class location and composition. Results Participants engaged in MVPA and VPA for 30.7 ± 1.2% and 11.5 ± 0.8% of PE classes, respectively. Overall, no significant association between gender or class composition and PA was shown. A significant relationship between activity type and PA was observed, with Artistic classes significantly less active than Fitness classes for VPA (5.4 ± 4.5 vs. 12.5 ± 7.1%, p = 0.043, d:1.19). We also found a significant association between class location and PA, with significantly less time spent in SPA (24.8 ± 4.8% vs. 30.0 ± 3.4%, p = 0.042, d:0.77) and significantly more time spent in VPA (12.4 ± 3.7% vs. 7.6 ± 2.0%, p = 0.022, d:1.93) and MVPA (32.3 ± 6.7% vs.24.8 ± 3.8%, p = 0.024, d:1.33) in outdoors vs. indoors classes. Conclusions The results suggest that class location and activity type could be associated with the intensity of PA in PE. It is essential to take into account the clustered nature of this type of data in similar studies if the sample size allows it.

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“…Until recently, however, only a few states had PE policies requiring a specified number of minutes of physical activity at school; many of these policies were weakly worded, and monitoring for compliance is inadequate or nonexistent [ 19 ]. PE adherence could be improved if evidence is provided in regards to how PE policies can be achieved within the schools already existing structures [ 39 ] and with public disclosure of school PE compliance [ 40 ].…”

Section: Discussionmentioning

confidence: 99%

Physical education policy compliance and Latino children’s fitness: Does the association vary by school neighborhood socioeconomic advantage?

et al. 2017

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ObjectivesTo investigate the contribution of school neighborhood socioeconomic advantage to the association between school-district physical education policy compliance in California public schools and Latino students’ physical fitness.MethodsCross-sectional Fitnessgram data for public-school students were linked with school- and district-level information, district-level physical education policy compliance from 2004–2005 and 2005–2006, and 2000 United States Census data. Multilevel logistic regression models examined whether income and education levels in school neighborhoods moderated the effects of district-level physical education policy compliance on Latino fifth-graders’ fitness levels.ResultsPhysical education compliance data were available for 48 California school districts, which included 64,073 Latino fifth-graders. Fewer than half (23, or 46%) of these districts were found to be in compliance, and only 16% of Latino fifth-graders attended schools in compliant districts. Overall, there was a positive association between district compliance with physical education policy and fitness (OR, 95%CI: 1.38, 1.07, 1.78) adjusted for covariates. There was no significant interaction between school neighborhood socioeconomic advantage and physical education policy compliance (p>.05): there was a positive pattern in the association between school district compliance with physical education policy and student fitness levels across levels of socioeconomic advantage, though the association was not always significant.ConclusionsAcross neighborhoods with varying levels of socioeconomic advantage, increasing physical education policy compliance in elementary schools may be an effective strategy for improving fitness among Latino children.

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Public Disclosure to Improve Physical Education in an Urban School District: Results From a 2‐Year Quasi‐Experimental Study

Cited by 9 publications

References 37 publications

Interventions to improve physical activity among socioeconomically disadvantaged groups: an umbrella review

Interventions to improve physical activity among socioeconomically disadvantaged groups: an umbrella review

Effects of gender, activity type, class location and class composition on physical activity levels experienced during physical education classes in British secondary schools: a pilot cross-sectional study

Physical education policy compliance and Latino children’s fitness: Does the association vary by school neighborhood socioeconomic advantage?

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