Background/Purpose: Emphasis on standardized test scores has increased the frequency of using worksheets in the classroom (Haertel, 1999). The effects of using worksheets (WS) and homework (HW) as a means of increasing physical activity engagement (PA) are relatively unknown. Given the increasing prevalence of obesity and type 2 diabetes, examination of its effects are warranted. Based on the tenets of the social cognitive theory, the purpose of this study was to examine the impact of WS/HW on the increase of PA during and beyond formal instruction in the FIT (Fitness Improves Thinking) Kids program. This program was designed to enhance cognitive performance in 8- and 9-year old children through regular engagement in PA.
Method: Twenty-two 3rd and 4th graders (Males=11) randomly assigned to the physical activity intervention were provided with the opportunity to complete 58 WS/HW, taken from SPARK and government websites. The WS/HW were designed to further knowledge of health-related fitness, nutrition, and self-management. WS/HM were provided during one-third of the 175 lessons delivered as well as during extended vacation periods to encourage continued PA participation. Completion of the WS/HW was not mandatory and no incentives were provided to encourage completion. Accusplit pedometers were used to collect step count data during formal instruction and when HW required the reporting of step counts.
Analysis/Results: Participant completion and submission of WS/HW were coded on a scale of 1 to 5 reflecting the level of effort (i.e., 1 = completed worksheet as intended; 5 = no submission). Only 31% of the worksheets were fully completed by the participants, despite being offered help from program leaders. Boys (M=38%) completed significantly more worksheets than girls (M=24%, p < .05). School one completed significantly more WS/HW than school two (M=42%, M=24%, p < .01). However, there was no association between step counts and completion of WS/HW (p=.81).
Conclusions: Surprisingly boys completed more WS/HW than girls did. Despite the efforts of teachers to send home WS/HW as an attempt to increase PA when school is not in session, this study found no identifiable effect on PA engagement. This study would encourage teachers to promote PA through multiple mechanisms, not by simply using WS/HW.
Sponsor: NIH-NICHD R01 HD055352