Socioeconomic and Racial/Ethnic Disparities in Physical Activity Environments in Georgia Elementary Schools

Dyke, Miriam E. Van; Cheung, Patricia C; Franks, Padra; Gazmararian, Julie A.

doi:10.1177/0890117117717016

Cited by 17 publications

(14 citation statements)

References 43 publications

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“…Furthermore, this study did not identify an association between school FARMS eligibility and teacher PA promoting practices, which was contrary to our hypothesis, as prior literature has shown that lower SES schools have fewer schoolwide PA opportunities [35,36]. Bivariate analyses showed that MVPA significantly differed by school racial/ethnic composition and urbanicity, which is in line with other studies finding that the school PA environment varies by demographic and contextual characteristics [36]. Additionally, MVPA was higher in rural areas, which is surprising given that schools in rural areas tend to be under resourced and offer less PA opportunities for students [35].…”

Section: Discussioncontrasting

confidence: 99%

“…Future research should focus on development and testing of interventions that are tailored for the unique needs of secondary school teachers. Furthermore, this study did not identify an association between school FARMS eligibility and teacher PA promoting practices, which was contrary to our hypothesis, as prior literature has shown that lower SES schools have fewer schoolwide PA opportunities [35,36]. Bivariate analyses showed that MVPA significantly differed by school racial/ethnic composition and urbanicity, which is in line with other studies finding that the school PA environment varies by demographic and contextual characteristics [36].…”

Section: Discussioncontrasting

confidence: 74%

“…School-level factors related to PA promoting practices in schools have also been identified, including the presence of district and administrative support, environmental resources, time, and implementation support for administration and teachers [18][19][20][21]. Other school-level factors that may affect PA opportunities for students include school type (elementary vs. secondary), school SES, school racial/ethnic composition, and school urbanicity [35,36]. Elementary schools typically provide more PA opportunities than secondary schools, given secondary schools' challenges with overcoming academic priorities and having PA opportunities that cater to older students [15].…”

Section: Introductionmentioning

confidence: 99%

“…Rural and low SES schools are often found to be under-resourced, and provide fewer PA opportunities [35]. Racial/ethnic disparities also exist indicating that majority nonwhite schools may be less likely to have PA conducive environments [36,37].…”

Section: Introductionmentioning

confidence: 99%

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Associations between elementary and middle school teachers’ physical activity promoting practices and teacher- and school-level factors

Kuhn

Kim

Lane

et al. 2021

Int J Behav Nutr Phys Act

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Background Few studies have evaluated teacher- and school-level characteristics associated with implementation of recommended physical activity (PA) promoting practices. The purpose of this study is to examine associations between teachers’ PA practices and: [1] teacher-level factors, including their own PA, and [2] school-level factors. Methods This cross-sectional study examined time spent daily in light PA (LPA) and moderate-vigorous PA (MVPA) in association with 7 teacher PA practices among 288 classroom/special area teachers and teaching assistants in 20 urban, suburban and rural schools (recruited through a school wellness trial) in 4 districts. LPA and MVPA was assessed using 24-h ankle accelerometry (up to seven consecutive days). A sum score for teacher PA practices was assessed via survey (7 items; sum score range: 7–35; Cronbach’s alpha = 0.73; higher scores indicate more PA promoting practices). Teacher-level factors included gender, race, self-reported height/weight, years teaching, and education. School-level factors included school type, free-and-reduced-price meal eligibility, student racial/ethnic composition, and urbanicity. Analyses included multilevel regression models, accounting for clustering within schools and adjusting for demographic covariates and school district. Results Teachers were 91% female, 63% elementary, 60% white, mean age 43.2 years (SD = 11.3), and 41% obese). Teachers wore accelerometers an average of 5.8 days, spent 399.6 min in LPA (SD = 85.0) per day, 24.1 min in MVPA (SD = 14.4) per day, and the mean teacher PA practices sum score was 22.4 (SD = 5.0). Every 15-min increase in MVPA was related to an increase in teacher PA practices sum score (coeff =1.07; SE = 0.28; p < 0.001). Female gender (versus males; coeff = − 1.95; SE = 0.92, p = 0.034), an obese weight status (versus non-obese; coeff = − 1.38; SE = 0.54, p = 0.010), and teaching in a middle school (versus elementary; coeff = − 3.86; SE = 0.54, p < 0.001) were associated with lower teacher PA practices scores. LPA was not associated with teacher PA promoting practices. Conclusions Teachers with higher MVPA, but not higher LPA, and those without obesity were more likely to implement PA promoting practices that could positively impact their students’ PA. Similar to prior studies, these practices were more commonly implemented in elementary schools and by male teachers. Future studies in schools should explore whether improvement of teacher health behaviors subsequently impacts student health behaviors. Trial registration Clinical Trials, NCT03432715; Registered on 02/2/2018.

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Section: Discussioncontrasting

confidence: 99%

Section: Discussioncontrasting

confidence: 74%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Associations between elementary and middle school teachers’ physical activity promoting practices and teacher- and school-level factors

Kuhn

Kim

Lane

et al. 2021

Int J Behav Nutr Phys Act

View full text Add to dashboard Cite

show abstract

“…These findings highlight the critical role that PE teachers play in children’s physical activity and the need for national policies and funding to support hiring PE teachers, particularly in low-SES schools [ 39 ]. While schools may often provide additional activity spaces for their neighboring community, majority non White and lower-income schools were less likely to have shared use agreements (a process where the school opens its facilities/properties for recreational use outside of school hours) [ 40 ].…”

Section: Introductionmentioning

confidence: 99%

Program Evaluation of Environmental and Policy Approaches to Physical Activity Promotion in a Lower Income Latinx School District in Southeast Los Angeles

Escaron

Martinez

Lara

et al. 2020

IJERPH

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There is alarming population wide prevalence of low adolescent physical activity as this represents a risk factor for later chronic disease development. There is evidence to suggest that schools with strong wellness policies have students that are more frequently active. We designed an intervention to enhance students’ physical activity levels in five majority Latinx, underserved school districts. Evaluation consisted of assessment of written quality of school-district wellness policies; observation of student’s physical activity during leisure times; and after-school program practices and policies. We examined one of these district’s results more closely, the only participating district with a community coalition, and extracted lessons learned. On the physical activity section of the wellness policy, this district covered a moderate extent of recommended content areas using weak language. Compared to previous reports, we identified low vigorous activity levels for girls and boys at baseline (respectively, 12% and 18%). Finally, we identified that of four after school program sites assessed at baseline, no program reported the recommended 50% or more of program time dedicated to physical activity. Based on these evaluation findings, additional strategies are urgently needed to encourage all students and particularly more girls to be physically active throughout the school day.

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Physical activity strategies in low-resource elementary schools: Why and how are they prioritized?

Acosta

Matsuzaki

Slater

et al. 2021

Preventive Medicine Reports

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Socioeconomic and Racial/Ethnic Disparities in Physical Activity Environments in Georgia Elementary Schools

Abstract: This study highlights SES and racial/ethnic disparities in PA environments in Georgia public elementary schools.

Cited by 17 publications

References 43 publications

Associations between elementary and middle school teachers’ physical activity promoting practices and teacher- and school-level factors

Associations between elementary and middle school teachers’ physical activity promoting practices and teacher- and school-level factors

Program Evaluation of Environmental and Policy Approaches to Physical Activity Promotion in a Lower Income Latinx School District in Southeast Los Angeles

Physical activity strategies in low-resource elementary schools: Why and how are they prioritized?

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