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Virtual umra: an interdisciplinary faith-based pedometer intervention for increasing steps at school
David Kahan1, Virginie Nicaise
1School of Exercise and Nutritional Sciences, San Diego State University, San Diego, CA, USA.
Background:
Curriculum interventions aimed at increasing physical activity in schools may prove useful in contexts where changes in policy/environment are not feasible. Design/evaluation of interventions targeting minority groups is important in light of well-publicized health disparities. Religious minorities represent a special subset that may positively respond to interventions tailored to their unique beliefs, which to date have been relatively underreported.
Methods:
Muslim American youth (n = 45) attending a parochial middle school participated in a religiously- and culturally-tailored 8-wk, interdisciplinary pedometer intervention. School-time ambulatory activity was quantified using a delayed multiple-baseline across subjects ABA design. Visual analysis of graphic data as well as repeated-measures ANOVA and ANCOVA and post hoc contrasts were used to analyze step counts including the moderating effects of day type (PE, no-PE), gender, BMI classification, grade, and time.
Results:
The intervention elicited modest increases in males' steps only with effect decay beginning midintervention. BMI classification and grade were not associated with changes in steps.
Conclusions:
Full curricular integration by affected classroom teachers, staff modeling of PA behavior, and alternative curriculum for girls' PE classes may further potentiate the intervention.
