Chapter 7 Effects of a Classroom-Based Physical Activity Program on Children’s Physical Activity Levels

in Journal of Teaching in Physical Education
Restricted access

Purchase article

USD  $24.95

Student 1 year subscription

USD  $63.00

1 year subscription

USD  $84.00

Student 2 year subscription

USD  $119.00

2 year subscription

USD  $156.00

High levels of physical inactivity are evident among many American children. To address this problem, providing physical activity (PA) during the school day within the CSPAP framework, is one strategy to increase children’s PA. Thus, the purpose of this study was to examine the effects of a classroom-based PA program on children’s PA. Two hundred and ten students from one school participated in TAKE 10! for 12 weeks. All students wore pedometers and a sample of 64 students wore accelerometers for 4 days during week 1 (baseline), week 8 (midintervention), and week 12 (end-intervention). Data were analyzed using repeated-measures ANOVA. The results showed that students’ daily in-school step counts increased by 672 steps from baseline to midintervention (P < .001). Students’ moderate-to-vigorous intensity PA (MVPA) increased by approximately 2 minutes from baseline to end-intervention (P < .01). In conclusion, participating in TAKE 10! helps children strive toward the goal of recommended daily MVPA.

Goh is with the Dept. of Exercise Science and Physical Education, Montclair State University, Montclair, New Jersey. Hannon is with the College of Physical Activity and Sport Sciences, West Virginia University, Morgantown, West Virginia. Webster is with the Dept. of Physical Education and Athletic Training, University of South Carolina, Columbia, South Carolina. Podlog, Brusseau, and Newton are with the Dept. of Exercise and Sport Science, University of Utah, Salt Lake City, Utah.

Address author correspondence to Tan Leng Goh at tanlenggoh@gmail.com.