Active Learning Increases Children's Physical Activity across Demographic Subgroups

Translational Journal of the American College of Sports Medicine
John B BartholomewSharon Vaughn

Abstract

Given the need to find more opportunities for physical activity within the elementary school day, this study was designed to asses the impact of I-CAN!, active lessons on: 1) student physical activity (PA) outcomes via accelerometry; and 2) socioeconomic status (SES), race, sex, body mass index (BMI), or fitness as moderators of this impact. Participants were 2,493 fourth grade students (45.9% male, 45.8% white, 21.7% low SES) from 28 central Texas elementary schools randomly assigned to intervention (n=19) or control (n=9). Multilevel regression models evaluated the effect of I-CAN! on PA and effect sizes were calculated. The moderating effects of SES, race, sex, BMI, and fitness were examined in separate models. Students in treatment schools took significantly more steps than those in control schools (β = 125.267, SE = 41.327, p = .002, d = .44). I-CAN! had a significant effect on MVPA with treatment schools realizing 80% (β = 0.796, SE =0.251, p = .001; d = .38) more MVPA than the control schools. There were no significant school-level differences on sedentary behavior (β = -0.177, SE = 0.824, p = .83). SES, race, sex, BMI, and fitness level did not moderate the impact of active learning on step count and MVPA. Active learni...Continue Reading

Citations

Feb 23, 2019·Research Quarterly for Exercise and Sport·Robert Dan MichaelRuss L Carson
Apr 3, 2021·Prevention Science : the Official Journal of the Society for Prevention Research·Vanessa L ErrisurizJohn B Bartholomew
Sep 24, 2021·The Cochrane Database of Systematic Reviews·Sarah E Neil-SztramkoMaureen Dobbins

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