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A Pedometer-Based Physically Active Learning Intervention: The Importance of Using Preintervention Physical Activity
Jade L Morris1, Andy Daly-Smith1, Margaret A Defeyter2
1Leeds Beckett University.
Pediatric Exercise Science
|January 8, 2019
Summary
A physically active learning intervention using pedometers improved light physical activity in primary school children by reducing sedentary time. Low Active pupils showed the greatest benefits, highlighting the need for subgroup analysis in future studies.
Area of Science:
- Pediatric physical activity
- Educational interventions
- Public health
Background:
- Childhood sedentary behavior is a growing public health concern.
- Physically active learning (PAL) offers a novel approach to integrate physical activity into the school day.
- Pedometer-based interventions have shown promise in promoting physical activity in children.
Purpose of the Study:
- To evaluate the effectiveness of a 6-week, teacher-led, pedometer-based physically active learning (PAL) intervention.
- To assess the impact of the PAL intervention on physical activity outcomes in primary school children.
- To examine differences in intervention effects based on baseline physical activity levels.
Main Methods:
- Six paired primary schools were randomized to either a PAL intervention or a control group.
- Children's physical activity was objectively measured using accelerometers, assessing sedentary time, light physical activity (LPA), and moderate-to-vigorous physical activity (MVPA).
- Participants were categorized as Low Active (<45 min/d MVPA) or High Active (≥45 min/d MVPA) at baseline.
Main Results:
- The intervention group significantly improved LPA compared to the control group (P = .04), primarily by reducing sedentary time.
- A higher percentage of children in the intervention group (10%) met the 60 minutes/day physical activity guidelines compared to the control group (3%).
- Low Active pupils in the intervention group exhibited the most significant positive changes in MVPA.
Conclusions:
- The pedometer-based PAL intervention effectively increased light physical activity and reduced sedentary time in primary school children.
- Subgroup analysis revealed that children with lower baseline activity levels experienced the greatest benefits.
- Variable responsiveness within the intervention group underscores the importance of examining subgroup variability in future research.
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