Objective: This study assessed the impact of Partnerships for Active Children in Elementary Schools (PACES) on children's moderate-to-vigorous physical activity (MVPA) during physical education (PE) and teachers' incorporation of physical activity promotion strategies after one academic semester (i.e. 4 months) of the intervention. Design: Single group pre-post pilot study. Setting: Three elementary schools in one southeastern metropolitan city in the USA. Methods: Using principles of community-based participatory-research, researchers worked with teachers to identify contextually appropriate physical activity promotion strategies aligned with prevailing recommendations, principles and theories. Outcome measures included accelerometer-derived percent of time children (N = 150) engaged in MVPA. The System for Observing Fitness Instruction Time+ assessed changes in teachers' incorporation of physical activity promotion strategies. Multi-level mixed-effects linear regression estimated differences over time. Results: MVPA increased for girls (22.7%-26.6%) and boys (33.2%-39.0%). Small-sided games (1.0%-9.0%) and teachers' verbal promotion of physical activity (6.4%-13.5%) increased while student's off-task behaviour (6.0%-2.0%) decreased. Lines (20.2%-8.4%) and elimination games (21.6%-13.3%) decreased, but these changes were not statistically significant. Conclusion: PACES shows promise for increasing the percent of time children spend in MVPA during PE but requires further evaluation.
Bibliographical notePublisher Copyright:
© The Author(s) 2017.
- physical education
ASJC Scopus subject areas
- Public Health, Environmental and Occupational Health