- Title
- Implementation of a school physical activity policy improves student physical activity levels: Outcomes of a cluster-randomized controlled trial
- Creator
- Nathan, Nathan K.; Sutherland, Rachel L.; Wiggers, John H.; Hall, Alix; Gillham, Karen; Herrmann, Vanessa; Wolfenden, Luke; Hope, Kirsty; McCarthy, Nicole J.; Pettett, Matthew; Elton, Ben; Jackson, Rebecca; Trost, Stewart G.; Lecathelinais, Christophe; Reilly, Kathryn
- Relation
- NHMRC.APP1128348 http://purl.org/au-research/grants/nhmrc/1128348 & APP1132450 http://purl.org/au-research/grants/nhmrc/1132450
- Relation
- Journal of Physical Activity and Health Vol. 17, Issue 10, p. 1009-1018
- Publisher Link
- http://dx.doi.org/10.1123/jpah.2019-0595
- Publisher
- Human Kinetics
- Resource Type
- journal article
- Date
- 2020
- Description
- Aim: To assess the impact of a multistrategy intervention designed to improve teachers' implementation of a school physical activity (PA) policy on student PA levels. Methods: A cluster-randomized controlled trial was conducted in 12 elementary schools. Policy implementation required schools to deliver 150 minutes of organized PA for students each week via physical education, sport, or class-based activities such as energizers. Schools received implementation support designed using the theoretical domains framework to help them implement the current policy. Results: A total of 1,502 children in kindergarten to grade 6 participated. At follow-up compared with control, students attending intervention schools had, measured via accelerometer, significantly greater increases in school day counts per minute (97.5; 95% confidence interval [CI], 64.5 to 130.4; P <.001) and moderate to vigorous physical activity (MVPA) (3.0; 95% CI, 2.2-3.8, P <.001) and a greater decrease in sedentary time (-2.1; 95% CI, -3.9 to -0.4, P =.02) per school day. Teachers in intervention schools delivered significantly more minutes (36.6 min) of PA to their students at follow-up (95% CI, 2.7-70.5, P =.04). Conclusions: Supporting teachers to implement a PA policy improves student PA. Additional strategies may be needed to support teachers to implement activities that result in larger gains in student MVPA.
- Subject
- elementary students; energizers; implementation science; physical education; teaching; theoretical domains framework
- Identifier
- http://hdl.handle.net/1959.13/1441896
- Identifier
- uon:41566
- Identifier
- ISSN:1543-3080
- Language
- eng
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