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Effectiveness of the POWER Program in Improving Physical Activity and Executive Function in Fifth Grade Students
Mindy Feldman Hecht1, Carol Ewing Garber2
1Teachers College, Columbia University, 525 W. 120th Street, Box 93, New York, NY, 10027.
The Journal of School Health
|May 18, 2021
Summary
The POWER program improved fifth graders' physical activity and executive function scores. This classroom intervention positively impacted students' socioemotional and physical health.
Area of Science:
- Pediatric Health
- Educational Psychology
- Behavioral Science
Background:
- Sedentary behavior in schools can negatively affect academic achievement and executive function.
- The POWER program was developed to address these concerns in fifth graders.
Purpose of the Study:
- To evaluate the impact of the multimodal classroom program (POWER) on physical activity (PA) and executive function in fifth graders.
- To assess the program's effects on academic achievement and gather qualitative feedback.
Main Methods:
- A quasi-experimental design with 6 fifth-grade classes (3 intervention [POW], 3 control [CONT]) across 2 diverse schools.
- Data collection included accelerometers for PA, NIH Toolbox for executive function, and standardized math tests.
- Qualitative data were gathered through interviews with principals, teachers, and students.
Main Results:
- The intervention group (POW) showed significantly higher class-time PA post-intervention compared to the control group.
- The POW group demonstrated a greater increase in executive function scores (3 percentiles) compared to the control group.
- While math scores improved in both groups, no significant main effect was found for the intervention group.
Conclusions:
- The POWER program positively influenced children's physical activity and executive function.
- Qualitative feedback indicated favorable reception and potential benefits for socioemotional and physical health.
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