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Comprehensive school physical activity programming and classroom behavior

Burns, Ryan D et Brusseau, Timothy A et Fu, You et Myrer, Rachel S et Hannon, James C (2016). Comprehensive school physical activity programming and classroom behavior. American journal of health behavior, 40 (1). p. 100-107. ISSN 1087-3244 DOI: 10.5993/AJHB.40.1.11.

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Résumé

OBJECTIVES: The purpose of this study was to examine the effect of a comprehensive school physical activity program (CSPAP) on classroom behavior in low-income children. METHODS: The participants included 1460 children recruited from 3 low-income schools receiving governmental financial assistance. A total of 77 classrooms were observed across grades K through 6. Classrooms were observed one week prior to the implementation of CSPAP and at 6 weeks and 12 weeks after commencement of the program. Members of the research team observed classroom behavior using systematic observation, specifically a 5-second momentary time sampling procedure. A generalized linear mixed effects model was used to determine the change in odds of a classroom achieving at least 80% on-task behavior following the implementation of CSPAP. RESULTS: There were 7.49 (95% CI: 2.83, 19.79) greater odds of a classroom achieving 80% on-task behavior at 6 weeks compared to baseline and a 27.93 (95% CI: 7.93, 98.29) greater odds of a classroom achieving 80% on-task behavior at 12 weeks compared to baseline (p < .001). CONCLUSIONS: After the CSPAP was implemented, on-task classroom behavior significantly improved across all grade levels.

Type de document: Article
Mots-clés libres: VAPEN School Physical activity Classroom behavior Comprehensive school physical activity program low-income children
Déposé par: Veille References
Date de dépôt: 09 mars 2017 13:42
Dernière modification: 09 mars 2017 13:42
URI: http://bel.uqtr.ca/id/eprint/3047

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