The Efficacy of Four Self-Directed School-Based Physical Activity Interventions

A comprehensive approach to increasing youth physical activity (PA) and decreasing obesity should have multiple components and it has been widely suggested that schools serve as a primary site (e.g., CDC, 1997). Recently, Shaya et al. (2008, p.189) reviewed 51 school-based obesity prevention interventions and concluded that there has been “no persistence of positive results.” One common concern with school-based interventions is that they may be viewed as “top down” and lack the necessary “buy in” from school personnel needed for long term change.

Purpose: The intent of this study was to evaluate four “bottom-up” school personnel-designed PA interventions supported for one year by a State Department of Education. Methods: Students were from four schools (K-5, K-6 or K-8) in one Southwestern US state that implemented their own year-long school-based PA intervention. Participants included 910 students (n=467 girls, n=443 boys) in the third through eighth grade (Age M 9.72; ± 1.00) with BMI (measured via digital scale and stadiometer) of 19.37 (± 4.18). Participants had the following backgrounds: Caucasian (46%), Hispanic (36%), African-American (9%), Native American (5%), and Asian/Pacific Islander (3%). Students wore a pedometer (Yamax Digiwalker SW-200) for five consecutive school (week) days at the beginning and end of the school year.

Analysis/Results: Descriptive statistics and t-tests were used to analyze the data. Paired samples t-tests showed that three of the four intervention schools significantly increased school day PA. School 1 (t(144) = -17.03, p < .001) implemented daily Physical Education (previously 1 day/week), structured recess, and classroom activity breaks thereby increasing PA from 3,940 (± 1,070) to 5,673 (± 1,269) steps. School 2 (t(101) = -6.62, p < .001) implemented daily physical education taught by a Specialist (instead of classroom teachers), added activity breaks and opened a wellness center which increased PA from 4,785 (± 919) to 5,990 (± 1,929) steps/school day. School 3 (t(137) = -6.50, p < .001) implemented structured recess, activity breaks, and a wellness room and PA increased from 4,791 (± 1,444) to 5,689 (± 1,554) steps/school day. Finally, school 4 had a slight decrease in school day PA from 4,868 (± 1,208) to 4,384 (± 1,483). This appeared to be a consequence of a lack of widespread teacher support for their activity breaks and structured recess program.

Conclusions: When schools develop their own PA intervention and have “buy in” from teachers, administrators, and students, significant increases in PA are attainable.