Two-year process evaluation of a pilot program to increase elementary children's physical activity during school

Area of Science:

• Education
• Kinesiology
• Public Health

Background:

• Integrating physical activity into elementary education is crucial for child development.
• The Partnerships for Active Children in Elementary Schools (PACES) program aimed to increase movement integration (MI) in classrooms.
• Understanding implementation processes is key to successful educational interventions.

Purpose of the Study:

• To evaluate the impact of the PACES intervention on movement integration in elementary classrooms.
• To assess changes in teachers' perceptions of movement integration.
• To examine the implementation processes of a 2-year pilot intervention program.

Main Methods:

• A pilot intervention program, PACES, was implemented in grades 1-3 across four elementary schools (3 intervention, 1 control).
• Data were collected over two academic years (Fall 2014-Spring 2016) from 12 teachers, decreasing to eight by the final year.
• Movement integration was measured using the System for Observing Student Movement in Academic Routines and Transitions (SOSMART), supplemented by teacher interviews.

Main Results:

• The PACES intervention did not significantly increase the extent of observed movement integration in classrooms.
• Teacher interviews indicated that the intervention had both positive aspects and challenges.
• Interpersonal support emerged as a critical factor for teachers' adoption of movement integration strategies.

Conclusions:

• The PACES intervention's impact on movement integration was not statistically significant.
• Effective implementation of movement integration requires robust interpersonal support systems for teachers.
• Future research may benefit from adjusted data collection schedules to better capture movement integration instances.