Purpose: Fitness 4 Everyone was a U.S. Department of Education sponsored PEP grant initiated during the 2005-2006 school year. After extensive professional development grounded in social cognitive theory, teachers enacted a reformed physical education curriculum with the intent of increasing motor competence, physical activity engagement, physical fitness, as well as reducing screen time (i.e., computer, television) and improving eating habits. This study specifically focused on the changes in screen time and eating habits resulting from this three-year intervention.
Methods: After IRB approval was secured, 180 students (87 males; Mage = 10.45, SD = .78) in the 4th & 5th grade and 8 physical education teachers were recruited for participation in this study. Two different surveys were used to collect baseline measures of eating habits and amount of screen time. Teachers completed individual structured interviews lasting one hour at the end of the first and last year of the intervention. Post intervention, an expanded eating habits and media use survey was administered to the 130 participants who remained in the school district and had experienced all phases of the new curriculum. Four of the five remaining teachers participated in interviews that were transcribed verbatim, returned to the participants for member checking, and compared to survey data.
Analysis/Results: Using an ANOVA, survey data revealed significant changes (p < .01) in consumption of junk food as well as reductions in amount of screen time. Originally, 33% of the students reported drinking soda pop on a daily basis. Post intervention only 5% stated consuming the beverage daily. Additionally, only 47% reported drinking soda pop once per week. Only 22% of the students reported eating junk food daily, a reduction from 58% who suggested that they consumed junk food an average 4 times per day. Despite the reduction in soda pop consumption, milk remained about the same with 42% drinking milk daily. Given that 64% of the students reported they were very confident that they would choose fruit juice over soda pop, students were making healthy choices, just not increasing their milk consumption. Screen time was reduced from (M = 126 minutes) to (M = 64 minutes) per day.
Conclusions: Surprisingly, outcomes initially thought by the teachers to be too difficult to achieve (i.e., reducing screen time in the home, lowering junk food consumption) were attainable through a physical education intervention that combine professional development with changes in school vending policy and family wellness nights at the schools.