Article

Peer Reviewed: Putting Physical Activity Where It Fits in the School Day: Preliminary Results of the ABC (Activity Bursts in the Classroom) for Fitness Program

Yale-Griffin Prevention Research Center, 130 Division St, Derby, CT 06418, USA.
Preventing chronic disease (Impact Factor: 1.96). 07/2010; 7(4):A82.
Source: PubMed

ABSTRACT Despite well-documented evidence that physical activity is beneficial to children, average fitness levels of US children have declined. Lack of physical activity has been associated with childhood obesity. We evaluated the effects of a physical activity program in the elementary school classroom on health outcomes.
Three schools in the Independence School District in Independence, Missouri, were assigned to receive the ABC (Activity Bursts in the Classroom) for Fitness program, and 2 comparable schools served as controls. The program, led by classroom teachers, provides multiple, brief, structured physical activity breaks throughout the day. Baseline data for the study were collected in September 2007, and follow-up data were collected in April 2008.
Physical fitness measures of upper-body strength, abdominal strength, and trunk extensor improved (P <.001). Medication use for asthma (P = .03), attention-deficit hyperactivity disorder (P = .07), or either medication combined (P = .005) decreased.
The effects of the program on daily physical activity, fitness, and measures of health are beneficial.

Download full-text

Full-text

Available from: Judith A Treu, Apr 10, 2014
0 Followers
 · 
180 Views
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Objective: Studies have suggested that even a single session of physical exercise enhances executive functions. ADHD is among the most common developmental disorders in childhood, but little is known about alternative treatments for this disorder. Therefore, we performed a systematic review of the literature to analyze articles that evaluated the executive functions of children with ADHD after an acute exercise session. Method: We reviewed articles indexed in the PubMed, American Psychiatric Association (APA) psychNET, Scopus, and Web of Knowledge databases between 1980 and 2013. Results: Of 231 articles selected, only three met the inclusion criteria. Conclusion: Based on these 3 articles, we concluded that 30 min of physical exercise reportedly improved the executive functions of children with ADHD. Due to the small number of articles selected, further studies are needed to confirm these benefits.
    Journal of Attention Disorders 03/2014; DOI:10.1177/1087054714526041 · 2.40 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: OBJECTIVE: To evaluate the impact of a multi-component school-based physical activity intervention (Fit-4-Fun) on health-related fitness and objectively measured physical activity in primary school children. METHODS: Four Hunter primary schools were recruited in April, 2011 and randomized by school into treatment or control conditions. Participants included 213 children (mean age=10.72years±0.6; 52.2% female) with the treatment group (n=118) completing the 8-week Fit-4-Fun Program. Participants were assessed at baseline and 6-month follow-up, with a 91% retention rate. Cardio-respiratory fitness (CRF) (20m shuttle run) was the primary outcome, and secondary outcomes included body composition (BMI, BMI(Z)), muscular fitness (7-stage sit-up test, Push-up test, Basketball throw test, Standing Jump), flexibility (Sit and Reach) and physical activity (7days pedometry). RESULTS: After 6-months, significant treatment effects were found for CRF. (Adjusted mean difference, 1.14 levels, p<0.001), body composition (BMI mean, -0.96kg/m(2), p<0.001 and BMI z-score mean -0.47 z-scores, p<0.001), flexibility (sit & reach mean, 1.52cm, p=0.0013), muscular fitness (sit-ups) (mean 0.62 stages, p=0.003) and physical activity (mean, 3253 steps/day, p<0.001). There were no group by time effects for the other muscular fitness measures. CONCLUSIONS: A primary school-based intervention focusing on fitness education significantly improved health-related fitness and physical activity levels in children.
    Preventive Medicine 10/2012; 56(1). DOI:10.1016/j.ypmed.2012.10.019 · 2.93 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: This study guided by a health ecology conceptual framework evaluated four "bottom-up" Physical Activity (PA) interventions with school personnel plan-ning for their own health ecology with state level support for one year. Students (N = 616) were from four schools in the Southwestern USA in the 3rd-8th grade. Participants had various ethnic backgrounds (e.g., Hispanic 44%, Caucasian 43%) and wore a pedometer for five school days pre/post intervention. Teacher and school level data were also reported by schools. Program components varied across the four intervention sites. Paired samples t test results showed that three of the four intervention schools significantly increased both school day and 24 hr PA. School personnel reported significantly more favorable results at post test for nurse visits, student absences, and classroom teachers' use of PA breaks. Using a health ecology lens, when schools develop their own PA intervention and have "buy in" from staff, significant increases in PA are attainable. It has been widely suggested that schools serve as primary intervention sites for increasing youth physical activity (PA) and decreasing obesity (e.g., Centers for Disease Control and Prevention [CDC], 1997; Chow, McKenzie & Louie, 2009; Pate et al., 2006). There is little disagreement that schools can potentially fulfill this role, but what form should those interventions take? This investigation offers unique insights into how teachers and administrators in four elementary schools answered that question. Each school was awarded a State Department of Education grant that allowed them to design and implement a PA plan for their individual school. Few constraints were placed on the applications as the goal of the program was to identify unique, promising, and potentially sustainable school-based PA Articles