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Improving health-related fitness in children: The Fit-4-Fun randomized controlled trial
Thursday 1 November Papers / Journal of Science and Medicine in Sport 15 (2013) S34–S126
S115
they are ‘allowed to use school sports equipment during recess, lunch breaks’ (perceived accessibility of sports equipment), how much they like ‘the areas to play in at school’ using a 5-point Likert scale (perceived school environment). Between baseline, T2, teacher social support increased in both PA (1.7[1.4] vs 2.1[1.4]), SB arms (1.9[1.4] vs 2.4[1.4) but declined in C (2.0[1.4] vs 1.7[1.5]). For all three arms, increases were seen in perceived availability of line markings (PA: 53.2% vs 69.4%; SB + PA: 59.3% vs 71.4%; C: 60.0% vs 69.8%); perceived accessibility of sport equipment (PA: 87.7% vs 97.2%: SB + PA: 80.7 vs 94%; C: 85.4% vs 97.6%), perceived school environment (PA: 1.44[0.9] vs 1.42[0.8]; SB + PA: 1.5[0.8] vs 1.6[0.7]; C: 1.4[0.9] vs 1.5[0.7]) between baseline, T2. All findings were significant at a 1% probability level. At the mid-intervention time point, findings suggest that PA strategies have increased perceived availability of line markings, accessibility of sport equipment, perceived school environment in children allocated to the PA, SB + PA arms. However, there were also unexpected increases in the C arm for three out of four items. Post-intervention findings will add to these preliminary findings.
BMI z-score adjusted mean difference [95% CI] = -0.47 z-scores [0.70, -0.25]), flexibility (sit & reach adjusted mean difference [95% CI] = 1.52 cm [-0.65, 3.68]), muscular fitness (sit ups mean difference [95% CI] = 0.62 stages [-0.97, -0.26]) and physical activity (steps adjusted mean difference [95% CI] = 3253 steps/day [1776,4730]). There were no group by time effects for three measures of muscular fitness (basketball throw, push-ups and standing jump). Discussion: The Fit-4-Fun program was successful in improving several measures of fitness in primary school-aged children. These findings suggest that well designed HPE programs that promote vigorous activity within and beyond the school day have the potential to improve health-related fitness in children.
http://dx.doi.org/10.1016/j.jsams.2012.11.279
C. Hooker ∗ , C. Davies, M. Duncan, C. Vandelanotte, S. Hall, A. Van Itallie, K. Corry
277
10,000 Steps, Centre for Physical Activity Studies, Institute for Health and Social Science Research, CQUniversity
Improving health-related fitness in children: The Fit-4-Fun randomized controlled trial N. Eather 1,∗ , P. Morgan 2 , D. Lubans 2 1
The University of Newcastle The University of Newcastle, Physical Activity and Nutrition Priority Research Centre 2
Introduction: Physical fitness is a strong predictor of health status in youth. However, a large proportion of children do not participate in sufficient physical activity of moderate-to-vigorous intensity to achieve the associated health benefits. The aim of this study was to evaluate the impact of a multi-component schoolbased physical fitness education intervention (Fit-4-Fun) on the physical fitness and activity levels of primary school children. Methods: The study involved a group randomized controlled trial with a wait-list control group. Four primary schools in the Hunter Region, NSW, Australia, were randomised by school into the Fit-4-Fun intervention or the control conditions. The study sample included 226 primary school children aged 10–13 years (mean age 10.72 years ± 0.6, 47.8% male). Fit-4-Fun was a multicomponent school-based physical fitness education intervention delivered as part of the Health and Physical Education (HPE) curriculum and targeted fitness improvements. The program utilised a range of evidence-based behavior change strategies to promote and support physical activity of adequate intensity, duration and type, needed to improve health-related fitness. The 8-week program includes three specific components based on the Health Promoting School Framework, a HPE curriculum program (1 × 60 min/week), a daily break-time activity program (recess/lunch) and a home fitness program (3 × 20 min/week). The control group participated in their usual weekly 60 min HPE lessons. Cardio-respiratory fitness (CRF) was the primary outcome and secondary outcomes included body composition, muscular fitness, flexibility and physical activity. Assessments were taken at baseline, 3- and 6-month follow-up, to determine changes in health-related fitness and physical activity levels. Results: After 6-months, significant intervention effects were evident in cardio-respiratory fitness (beep test adjusted mean difference [95% CI] = 1.14 levels [0.74, 1.55]), body composition (BMI adjusted mean difference [95% CI] = -0.96 kg/m2 [-1.42, -0.5] and
http://dx.doi.org/10.1016/j.jsams.2012.11.280 278 Applicability of a pedometer based physical activity program in the primary school environment
Introduction: Approximately 68% of Australian children do not engage in sufficient levels of physical activity. Considering the health benefits of regular physical activity, there is a need to implement interventions specific to this population. The primary school environment provides an ideal setting to promote physical activity to children. 10,000 Steps is an established physical activity health promotion project which aims to raise awareness and increase participation in physical activity. It is being increasingly used in primary schools to promote physical activity despite being originally designed for adults. Therefore, the purpose of this research was to determine the applicability of a pedometer based physical activity program (10,000 Steps) within the primary school environment. Method: Three primary schools were invited to implement a 10,000 Steps program as a pilot study. At the conclusion of the program semi-structured interviews were conducted with teachers (N = 10) and focus groups were conducted with students at each primary school (N = 18). Participants were asked to discuss topics relating to the appropriateness and sustainability of the 10,000 Steps program and to provide recommendations for further use in this population. Each interview and focus group was audio-taped and the audio was transcribed and thematically analysed. Results: Four major themes were identified regarding the implementation of 10,000 Steps in a school setting: ‘pedometers’, ‘curriculum inclusion’, ‘10,000 Steps challenge and resources’, and ‘motivation and enthusiasm’. Pedometers were reported to be a great motivator for children to participate in physical activity; however issues with falsely accumulating steps and tracking pedometers were raised. The teachers strongly highlighted the benefits of integrating the physical activity program into the school curriculum and that specific resources should be made for primary schools. Conclusion: The outcomes from this study indicate that a pedometer based physical activity program such as 10,000 Steps program is applicable for the primary school environment. However, the program needs to be adapted to the primary school environment to make it more relevant and sustainable in this population. Required adaptations will be discussed including the revision of the step based targets for physical activity. http://dx.doi.org/10.1016/j.jsams.2012.11.281
S115
they are ‘allowed to use school sports equipment during recess, lunch breaks’ (perceived accessibility of sports equipment), how much they like ‘the areas to play in at school’ using a 5-point Likert scale (perceived school environment). Between baseline, T2, teacher social support increased in both PA (1.7[1.4] vs 2.1[1.4]), SB arms (1.9[1.4] vs 2.4[1.4) but declined in C (2.0[1.4] vs 1.7[1.5]). For all three arms, increases were seen in perceived availability of line markings (PA: 53.2% vs 69.4%; SB + PA: 59.3% vs 71.4%; C: 60.0% vs 69.8%); perceived accessibility of sport equipment (PA: 87.7% vs 97.2%: SB + PA: 80.7 vs 94%; C: 85.4% vs 97.6%), perceived school environment (PA: 1.44[0.9] vs 1.42[0.8]; SB + PA: 1.5[0.8] vs 1.6[0.7]; C: 1.4[0.9] vs 1.5[0.7]) between baseline, T2. All findings were significant at a 1% probability level. At the mid-intervention time point, findings suggest that PA strategies have increased perceived availability of line markings, accessibility of sport equipment, perceived school environment in children allocated to the PA, SB + PA arms. However, there were also unexpected increases in the C arm for three out of four items. Post-intervention findings will add to these preliminary findings.
BMI z-score adjusted mean difference [95% CI] = -0.47 z-scores [0.70, -0.25]), flexibility (sit & reach adjusted mean difference [95% CI] = 1.52 cm [-0.65, 3.68]), muscular fitness (sit ups mean difference [95% CI] = 0.62 stages [-0.97, -0.26]) and physical activity (steps adjusted mean difference [95% CI] = 3253 steps/day [1776,4730]). There were no group by time effects for three measures of muscular fitness (basketball throw, push-ups and standing jump). Discussion: The Fit-4-Fun program was successful in improving several measures of fitness in primary school-aged children. These findings suggest that well designed HPE programs that promote vigorous activity within and beyond the school day have the potential to improve health-related fitness in children.
http://dx.doi.org/10.1016/j.jsams.2012.11.279
C. Hooker ∗ , C. Davies, M. Duncan, C. Vandelanotte, S. Hall, A. Van Itallie, K. Corry
277
10,000 Steps, Centre for Physical Activity Studies, Institute for Health and Social Science Research, CQUniversity
Improving health-related fitness in children: The Fit-4-Fun randomized controlled trial N. Eather 1,∗ , P. Morgan 2 , D. Lubans 2 1
The University of Newcastle The University of Newcastle, Physical Activity and Nutrition Priority Research Centre 2
Introduction: Physical fitness is a strong predictor of health status in youth. However, a large proportion of children do not participate in sufficient physical activity of moderate-to-vigorous intensity to achieve the associated health benefits. The aim of this study was to evaluate the impact of a multi-component schoolbased physical fitness education intervention (Fit-4-Fun) on the physical fitness and activity levels of primary school children. Methods: The study involved a group randomized controlled trial with a wait-list control group. Four primary schools in the Hunter Region, NSW, Australia, were randomised by school into the Fit-4-Fun intervention or the control conditions. The study sample included 226 primary school children aged 10–13 years (mean age 10.72 years ± 0.6, 47.8% male). Fit-4-Fun was a multicomponent school-based physical fitness education intervention delivered as part of the Health and Physical Education (HPE) curriculum and targeted fitness improvements. The program utilised a range of evidence-based behavior change strategies to promote and support physical activity of adequate intensity, duration and type, needed to improve health-related fitness. The 8-week program includes three specific components based on the Health Promoting School Framework, a HPE curriculum program (1 × 60 min/week), a daily break-time activity program (recess/lunch) and a home fitness program (3 × 20 min/week). The control group participated in their usual weekly 60 min HPE lessons. Cardio-respiratory fitness (CRF) was the primary outcome and secondary outcomes included body composition, muscular fitness, flexibility and physical activity. Assessments were taken at baseline, 3- and 6-month follow-up, to determine changes in health-related fitness and physical activity levels. Results: After 6-months, significant intervention effects were evident in cardio-respiratory fitness (beep test adjusted mean difference [95% CI] = 1.14 levels [0.74, 1.55]), body composition (BMI adjusted mean difference [95% CI] = -0.96 kg/m2 [-1.42, -0.5] and
http://dx.doi.org/10.1016/j.jsams.2012.11.280 278 Applicability of a pedometer based physical activity program in the primary school environment
Introduction: Approximately 68% of Australian children do not engage in sufficient levels of physical activity. Considering the health benefits of regular physical activity, there is a need to implement interventions specific to this population. The primary school environment provides an ideal setting to promote physical activity to children. 10,000 Steps is an established physical activity health promotion project which aims to raise awareness and increase participation in physical activity. It is being increasingly used in primary schools to promote physical activity despite being originally designed for adults. Therefore, the purpose of this research was to determine the applicability of a pedometer based physical activity program (10,000 Steps) within the primary school environment. Method: Three primary schools were invited to implement a 10,000 Steps program as a pilot study. At the conclusion of the program semi-structured interviews were conducted with teachers (N = 10) and focus groups were conducted with students at each primary school (N = 18). Participants were asked to discuss topics relating to the appropriateness and sustainability of the 10,000 Steps program and to provide recommendations for further use in this population. Each interview and focus group was audio-taped and the audio was transcribed and thematically analysed. Results: Four major themes were identified regarding the implementation of 10,000 Steps in a school setting: ‘pedometers’, ‘curriculum inclusion’, ‘10,000 Steps challenge and resources’, and ‘motivation and enthusiasm’. Pedometers were reported to be a great motivator for children to participate in physical activity; however issues with falsely accumulating steps and tracking pedometers were raised. The teachers strongly highlighted the benefits of integrating the physical activity program into the school curriculum and that specific resources should be made for primary schools. Conclusion: The outcomes from this study indicate that a pedometer based physical activity program such as 10,000 Steps program is applicable for the primary school environment. However, the program needs to be adapted to the primary school environment to make it more relevant and sustainable in this population. Required adaptations will be discussed including the revision of the step based targets for physical activity. http://dx.doi.org/10.1016/j.jsams.2012.11.281