An Evaluation of an Unstructured and Structured Approach to Increasing Recess Physical Activity

ABSTRACT BACKGROUND The purpose of this study was to evaluate an unstructured and a structured program designed to increase physical activity (PA). The unstructured program increased the amount of equipment during recess, whereas the structured program introduced activities to students. METHODS PA w...

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Bibliographic Details
Published in:The Journal of school health 2019-08, Vol.89 (8), p.636-642
Main Authors: Behrens, Timothy K., Holeva‐Eklund, Whitney M., Luna, Carmen, Carpenter, Dick, Tucker, Elizabeth, Field, Julaine, Kelly, Cheryl
Format: Article
Language:English
Subjects:
Behavior Change
Best practice
Best Practices
child & adolescent health
Exercise
Fidelity
Health aspects
Leisure
Life Style
moderate‐to‐vigorous physical activity
Nursing
Physical Activities
Physical activity
Physical Activity Level
Physical fitness
physical fitness & sport
Physiological aspects
Program Effectiveness
Recess Breaks
Recreation
Schools
Sedentary
Sedentary behavior
SOPLAY
Teachers
Teaching Methods
Teenagers
Wellness programs
Youth
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Summary:ABSTRACT BACKGROUND The purpose of this study was to evaluate an unstructured and a structured program designed to increase physical activity (PA). The unstructured program increased the amount of equipment during recess, whereas the structured program introduced activities to students. METHODS PA was observed using the System for Observing Play and Leisure Activity in Youth (SOPLAY) in two school districts in Colorado. Researchers recorded baseline and follow‐up observations for sedentary activity, moderate PA, and vigorous PA, as well as for available equipment for the unstructured program. Observations from schools were aggregated for data analyses at the district level. RESULTS For the program increasing equipment, moderate PA and vigorous PA increased, while sedentary behavior decreased. For the structured program, moderate PA and vigorous PA did not increase, whereas sedentary behaviors increased following the program. CONCLUSIONS Other variables are likely influencing student PA during recess, such as teachers' interaction with students or the fidelity of the program. Results indicate that funding and implementing a program aimed at increasing PA will not necessarily accomplish that goal, and additional research should be performed to determine the best practice for increasing PA.
ISSN:0022-4391
1746-1561
DOI:10.1111/josh.12787