A classroom-based physical activity intervention for urban kindergarten and first-grade students: a feasibility study

Area of Science:

• Pediatric Health
• Educational Interventions
• Public Health

Background:

• Urban elementary schools in minority communities often face resource limitations for physical education (PE).
• High obesity prevalence in these areas necessitates effective strategies to meet daily physical activity (PA) recommendations.
• The impact of integrating classroom-based PA on student activity levels in these settings is not well understood.

Purpose of the Study:

• To determine the feasibility and impact of a classroom-based intervention on the PA levels of kindergarten and first-grade students.
• To evaluate the effectiveness of the Children's Hospital at Montefiore Joining Academics and Movement (CHAM JAM) program.

Main Methods:

• A cluster randomized controlled trial was conducted in four Bronx, New York, elementary schools.
• The intervention group received the CHAM JAM audio CD program, featuring 10-minute aerobic activities integrated into lessons three times daily.
• Objective PA measurement using pedometers assessed steps during the 6-hour school day over 5 days at baseline and 8 weeks post-intervention.

Main Results:

• A total of 988 students (500 intervention, 488 control) participated in the study.
• Post-intervention, students in the CHAM JAM group showed a significantly greater mean number of steps compared to the control group (P=0.0048).
• The intervention demonstrated consistent effectiveness across gender, grade level, and BMI subgroups.

Conclusions:

• The CHAM JAM program significantly increased school-based PA in young students attending inner-city schools.
• This classroom-based approach is a promising, cost-effective strategy for integrating PA benefits into high-risk educational environments.
• The intervention supports both physical and cognitive development, addressing critical health needs in underserved communities.