Filter

Refine by Access

Refine By Collections

Refine by Date

—

Refine by Type

  • Print
  • Save

Search Results

You are looking at 1 - 10 of 23 items for

  • Author: Aaron Beighle x
  • Refine by Access: All Content x
Clear All Modify Search
Restricted access

Measuring Children’s Activity Levels: The Association Between Step-Counts and Activity Time

Aaron Beighle and Robert P. Pangrazi

Background:

The primary purpose of this study was to describe the association between activity time and step counts in children.

Methods:

Subjects were 590 students (334 girls, 256 boys) with each gender having a mean age of 9.2 ± 1.8 y. All subjects wore the Walk4Life 2505 pedometer for four consecutive weekdays. This pedometer simultaneously measures both step counts and activity time.

Results:

Boys accumulated significantly more minutes of activity time/day (140.9 ± 39.6 vs. 126.3 ± 38.1), steps/day (13,348 ± 4131 vs. 11,702 ± 3923), and steps per min (93.99 ± 5.8 vs. 91.85 ± 5.8) than girls (P < 0.001) Steps/day was a significant predictor of activity time/day (P < 0.0001).

Conclusions:

Boys accumulate more steps per day and more activity time per day than girls. There is a strong association between steps per day and activity time in children. Daily steps per minute as a measure of free living physical activity in children is explored

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 3 (2006): Issue 2 (Apr 2006)

Restricted access

Systematic Review of Recess Interventions to Increase Physical Activity

Melinda J. Ickes, Heather Erwin, and Aaron Beighle

Background:

With the rapid increase in obesity rates among youth, efforts to increase physical activity (PA) have become a priority. School-based strategies for PA promotion must be cost-effective, unobtrusive, and linked to improved academic performance. Efforts to maximize recess PA are advocated because of both health and academic benefits. The purpose of this manuscript was to review recess interventions aimed to improve PA among youth, and make recommendations to develop related best practices.

Methods:

An extensive literature search was conducted to include all primary research articles evaluating any recess intervention with PA as an outcome.

Results:

The included 13 interventions represented both settings within the U.S and internationally, among preschools and elementary/primary schools. A variety of strategies were used within the design and implementation of each of the interventions including: added equipment/materials, markings, zones, teacher involvement, active video games, activity of the week, and activity cards. Of the included studies, 95% demonstrated positive outcomes as a result of the recess intervention.

Conclusions:

A number of simple, low-cost strategies can be implemented to maximize the amount of recess time students are allotted. Long-term follow-up studies are warranted for each of the recess strategies identified to be effective.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 10 (2013): Issue 6 (Aug 2013)

Restricted access

Systematic Observation of Physical Activity in Afterschool Programs: Preliminary Findings From Movin’ Afterschool Intervention

Michael William Beets, Jennifer Huberty, and Aaron Beighle

Background:

National and state organizations have called upon afterschool programs (3–6 PM, ASP) to promote physical activity (PA). Few strategies exist that ASPs can use to increase the PA of children enrolled. This study evaluated a policy-level intervention (Movin’ Afterschool, MAS) designed to increase PA through staff implemented policy-level changes and ongoing technical support.

Methods:

Twelve preexisting community-based ASPs serving 580 children (5–12 yrs, 57% girls) were invited to take part in MAS. Evaluation of children’s PA, staff behaviors (engaged or promote PA, other ASP tasks, general supervising), and environmental features (equipment, organized PA) at baseline (Fall 2010) and postassessment (Spring 2011) were collected using SOPLAY (System for Observing Play and Leisure Activity in Youth) for boys and girls, separately. Random effects models evaluated changes in PA categories (sedentary, walking, vigorous).

Results:

The percentage of boys and girls sedentary decreased by 11.8% and 11.4%, respectively. Girls walking increased by 6.9% while boys vigorous PA increased by 6.5%. Greater increases in vigorous activity were observed as postassessment in organized activities for boys and during indoor activities for girls.

Conclusions:

Findings indicate a policy-level approach targeting staff training and ongoing technical support can produce notable increases in PA within the ASP setting.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 10 (2013): Issue 7 (Sep 2013)

Restricted access

Environmental Modifications to Increase Physical Activity During Recess: Preliminary Findings from Ready for Recess

Jennifer L. Huberty, Michael W. Beets, Aaron Beighle, and Greg Welk

Background:

The purpose of this study was to determine the effectiveness of Ready for Recess: an elementary school recess intervention targeting staff training (ST) and providing recreational equipment (EQ).

Methods:

Ready for Recess had 4 intervention schools: 1) EQ+ST, 2) EQ, 3) ST, and 4) control. Moderate-to-vigorous physical activity (MVPA) was assessed with accelerometers at the four schools in 257 3rd- to 6th-grade children. Random intercept models for overweight/obese (OWOB) and healthy weight (HW) for boys and girls separately, examined change in percentage of time spent in MVPA during recess across EQ+ST, EQ, and ST compared with the control from baseline to postintervention.

Results:

HW boys receiving EQ+ST increased MVPA by 19.4%, OWOB boys receiving ST increased MVPA by 4.5%, OWOB girls receiving EQ-ST increased MVPA by 6.0%, while HW girls receiving EQ decreased MVPA by 13.6% in comparison with the control.

Conclusions:

Ready for Recess represents a possible means to increase MVPA in OWOB girls/boys, populations least likely to meet MVPA recommendations. However, the effect of the intervention was not uniform across all subgroups.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 8 (2011): Issue s2 (Jan 2011): Building Capacity–Celebrating 16 Years of Physical Activity and Public Health Postgraduate Training Courses

Restricted access

Student Perceived Motivational Climate, Enjoyment, and Physical Activity in Middle School Physical Education

Christine E. Johnson, Heather E. Erwin, Lindsay Kipp, and Aaron Beighle

We used achievement goal theory to examine students’ physical activity (PA) motivation and physical education (PE) enjoyment. Purposes included: 1) determine whether schools with different pedagogical approaches varied in student perceptions of mastery and performance climate dimensions, enjoyment, and PA; 2) examine gender and grade differences in enjoyment and PA; and 3) determine if dimensions of motivational climate predicted enjoyment and PA levels in PE, controlling for gender and grade. Youth (n = 290, 150 girls) from three southeast United States middle schools wore a pedometer and completed a motivational climate and enjoyment questionnaire. Boys were more active and enjoyed PE more than girls, and 7th/8th grade students were more active than 6th grade students. Enjoyment was positively predicted by teacher’s emphasis on two mastery climate dimensions, controlling for gender. PE activity time was predicted by two performance climate dimensions, controlling for gender and grade. Implications for practice are discussed.

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Volume 36 (2017): Issue 4 (Oct 2017)

Restricted access

Determination of Step Rate Thresholds Corresponding to Physical Activity Intensity Classifications in Adults

Mark Abel, James Hannon, David Mullineaux, and Aaron Beighle

Background:

Current recommendations call for adults to be physically active at moderate and/or vigorous intensities. Given the popularity of walking and running, the use of step rates may provide a practical and inexpensive means to evaluate ambulatory intensity. Thus, the purpose of this study was to identify step rate thresholds that correspond to various intensity classifications.

Methods:

Oxygen consumption was measured at rest and during 10 minute treadmill walking and running trials at 6 standardized speeds (54, 80, 107, 134, 161, and 188 m·min-1) in 9 men and 10 women (28.8 ± 6.8 yrs). Two observers counted the participants’ steps at each treadmill speed. Linear and nonlinear regression analyses were used to develop prediction equations to ascertain step rate thresholds at various intensities.

Results:

Nonlinear regression analysis of the metabolic cost versus step rates across all treadmill speeds yielded the highest R 2 values for men (R 2 = .91) and women (R 2 = .79). For men, the nonlinear analysis yielded 94 and 125 step·min-1 for moderate and vigorous intensities, respectively. For women, 99 and 135 step·min-1 corresponded with moderate and vigorous intensities, respectively.

Conclusions:

Promoting a step rate of 100 step·min-1 may serve as a practical public health recommendation to exercise at moderate intensity.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 8 (2011): Issue 1 (Jan 2011)

Restricted access

Pedometer-Determined Step-Count Guidelines for Afterschool Programs

Michael W. Beets, Aaron Beighle, Matteo Bottai, Laura Rooney, and Fallon Tilley

Background:

Policies to require afterschool programs (ASPs, 3 PM to 6 PM) to provide children a minimum of 30 minutes of moderate-to-vigorous physical activity (MVPA) exist. With few low-cost, easy-to-use measures of MVPA available to the general public, ASP providers are limited in their ability to track progress toward achieving this policy-goal. Pedometers may fill this gap, yet there are no step-count guidelines for ASPs linked to 30 minutes of MVPA.

Methods:

Steps and accelerometer estimates of MVPA were collected concurrently over multiple days on 245 children (8.2 years, 48% boys, BMI-percentile 68.2) attending 3 community-based ASPs. Random intercept logit models and receiver operating characteristic (ROC) analyses were used to identify a threshold of steps that corresponded with attaining 30 minutes of MVPA.

Results:

Children accumulated an average of 2876 steps (standard error [SE] 79) and 16.1 minutes (SE0.5) of MVPA over 111 minutes (SE1.3) during the ASP. A threshold of 4600 steps provided high specificity (0.967) and adequate sensitivity (0.646) for discriminating children who achieved the 30 minutes of MVPA; 93% of the children were correctly classified. The total area under the curve was 0.919. Children accumulating 4600 steps were 25times more likely to accumulate 30 minutes of MVPA.

Conclusions:

This step threshold will provide ASP leaders with an objective, low-cost, easy-to-use tool to monitor progress toward policy-related goals.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 9 (2012): Issue 1 (Jan 2012)

Restricted access

Effects of Ready for Recess, An Environmental Intervention, on Physical Activity in Third-Through Sixth-Grade Children

Jennifer L. Huberty, Michael W. Beets, Aaron Beighle, Pedro F. Saint-Maurice, and Greg Welk

Background:

The purpose of this study was to determine the effectiveness of Ready for Recess, an elementary school recess intervention targeting staff training (ST) or providing recreational equipment (EQ) separately, and the combination (EQ+ST) on physical activity (PA).

Methods:

Participants were children attending 1 of 12 elementary schools (grades 3rd–6th) included in the study. Separate analytical models were used to evaluate the effects of the intervention conditions on children’s accelerometry and direct observation derived PA measures.

Results:

Boys and girls were measured using accelerometry (n = 667). Boys in EQ+ST increased their MVPA by 14.1% while ST decreased their MVPA by –13.5%. Girls in ST decreased their MVPA by –11.4%. Neither boys nor girls in EQ increased their time spent in MVPA. A total of 523 (boys) and 559 (girls) observations were collected. For boys’ and girls’ sedentary and vigorous activity there were no significant main effects for treatment condition, time, or treatment condition-by-time effects.

Conclusions:

Environmental modifications are only as strong as the staff that implements them. Supervision, if not interactive, may be detrimental to PA participation, especially in girls. Research related to staff training for encouragement and promotion of PA coupled with appropriate use of equipment during recess is warranted.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 11 (2014): Issue 2 (Feb 2014)

Restricted access

Systemic Success in Physical Education: The East Valley Phenomenon

Keven A. Prusak, Todd Pennington, Susan Vincent Graser, Aaron Beighle, and Charles F. Morgan

Siedentop and Locke (1997) proposed three critical elements that must exist in our profession to make a difference and achieve systemic success in physical education (SSPE): (a) quality PE in the schools, (b) effective physical education teacher education (PETE) programs, and (c) a working relationship between the two. Using Cuban’s (1992) curriculum change and stability framework, this qualitative study examines the existence of a program that has achieved all three elements in the southwestern US. For over three decades some seventy-two teachers in dozens of schools have yearly served over 40,000 children. This study revealed a fully functioning model consisting of four key, interdependent components driven by a system of accountability measures. The results of the SSPE model—quality PE for children—is achieved by (a) district-wide mandated curriculum, methodologies and language, (b) well-defined district PE coordinator roles, (c) a partnership university, and (d) frequent, ongoing professional development. Results of this study strengthen Siedentop and Locke’s (1997) recommendation for collaborative efforts between universities and partner school districts and provide a model to guide and manage the curriculum change process in K-6 PE.

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Volume 29 (2010): Issue 1 (Jan 2010)

Restricted access

Wasting Our Time? Allocated Versus Accumulated Physical Activity in Afterschool Programs

Keith Brazendale, Michael William Beets, Robert Glenn Weaver, Jennifer Huberty, Aaron E. Beighle, and Russell R. Pate

Background:

Afterschool programs (ASPs) can provide opportunities for children to accumulate moderate-to-vigorous physical activity (MVPA). The optimal amount of time ASPs should allocate for physical activity (PA) on a daily basis to ensure children achieve policystated PA recommendations remains unknown.

Methods:

Children (n = 1248, 5 to 12 years) attending 20 ASPs wore accelerometers up to 4 nonconsecutive week days for the duration of the ASPs during spring 2013 (February–April). Daily schedules were obtained from each ASP.

Results:

Across 20 ASPs, 3 programs allocated ≤ 30min, 5 approximately 45 min, 4 60 min, 4 75 min, and 4 ≥ 105 min for PA opportunities daily (min·d-1). Children accumulated the highest levels of MVPA in ASPs that allocated ≥ 60 min·d-1 for PA opportunities (24.8–25.1 min·d-1 for boys and 17.1–19.4 min·d-1 for girls) versus ASPs allocating ≤ 45 min·d-1 for PA opportunities (19.7 min·d-1 and 15.6 min·d-1 for boys and girls, respectively). There were no differences in the amount of MVPA accumulated by children among ASPs that allocated 60 min·d-1 (24.8 min·d-1 for boys and 17.1 min·d-1 for girls), 75 min·d-1 (25.1 min·d-1 for boys and 19.4 min·d-1 for girls) or ≥ 105 min·d-1 (23.8 min·d-1 for boys and 17.8 min·d-1 for girls). Across ASPs, 26% of children (31% for boys and 14% for girls) met the recommended 30 minutes of MVPA.

Conclusions:

Allocating more than 1 hour of PA opportunities is not associated with an increase in MVPA during ASPs. Allocating 60 min·d-1, in conjunction with enhancing PA opportunities, can potentially serve to maximize children’s accumulation of MVPA during ASPs.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 12 (2015): Issue 8 (Aug 2015)