Evaluation of a Walking-Track Intervention to Increase Children’s Physical Activity during Primary School Break Times
Abstract
:1. Introduction
2. Materials and Method
2.1. Research Design
2.2. Participants
2.3. Description of Intervention
2.4. Intervention Timeline
2.5. Setting
2.6. Measures
2.6.1. Pedometers
2.6.2. Anthropometric Measurements and Stride Length
2.6.3. Systematic Observation: System for Observing Children’s Physical Activity and Relationships during Play (SOCARP)
2.6.4. Semi-Structured Individual Interview
2.7. Data Analysis
2.7.1. Pedometers and SOCARP
2.7.2. Semi-Structured Interview
3. Results
3.1. Anthropometric Measurements
3.2. Outcome Measures: Pedometers
3.3. Outcome Measures: SOCARP
3.4. Process Measure: Individual Interview
- “The boys bound on past the girls who are walking by, they might intimidate them a little bit but yeah the boys seem to access it more.”
- “Boys like playing superheroes around the track and pretending they are superman.”
- “They [the girls] go off by the huts and kind of lean on the huts and have a chat; they go on the benches and continue their chats on there.”
- “It was felt that there was a lacking in [sic] creative things for the children who would like to be drawing and writing so some staff thought it would be a good idea to take chalk out and that’s how it came about really, so they kind of put it out there and we had to agree really so that’s how it came about.”
- “I can’t really explain the benches, I think some staff thought it would be nice as a scenic, you know, sitting and chatting space which isn’t what we were aiming for really but I guess they are thinking for those that don’t want to.”
4. Discussion
5. Limitations
6. Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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Social Ecological Components [19] | Behaviour Change Taxonomy [20] | Self Determination Theory [22] |
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Intrapersonal | Barrier Identification/Problem Solving | Competence |
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Interpersonal | Action Planning | Relatedness |
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Institutional | Model/Demonstrate the Behaviour | Autonomy |
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Community | ||
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Baseline (M ± SD) (n = 81) | Post Intervention (M ± SD) (n = 75) (1–5 Weeks) | Follow-up (M ± SD) (n = 68) (6–9 Weeks) | |
---|---|---|---|
Whole school | 1176.43 ± 366.42 | 1412.95 ± 348.22 | 1182.91 ± 306.55 |
Boys | 1235.29 ± 364.37 | 1495.31 ± 368.47 | 1293.75 ± 222.47 |
Girls | 1096.31 ± 358.75 | 1336.93 ± 314.21 | 1050.63 ± 342.42 |
Y1 | 1125.26 ± 230.90 | 1437.44 ± 393.06 | 1194.53 ± 169.36 |
Y2 | 971.87 ± 235.41 | 1238.87 ± 283.755 | 1218.30 ± 297.61 |
Y3 | 1480.51 ± 354.05 | 1605.85 ± 289.64 | 1137.55 ± 337.56 |
Y4 | 1098.23 ± 366.42 | 1305.14 ± 290.63 | 1195.36 ± 370.39 |
Baseline (n = 23) | Post-Intervention (n = 15) (1–2 weeks) | Follow-up (n = 14) (6–7 Weeks) | |||||||
---|---|---|---|---|---|---|---|---|---|
Boys (n = 12) | Girls (n = 11) | Boys and Girls (n = 23) | Boys (n = 6) | Girls (n = 9) | Boys and Girls (n = 15) | Boys (n = 7) | Girls (n = 7) | Boys and Girls (n = 14) | |
Activity Level | |||||||||
Lying down | 1.39 ± 4.81 | 0.00 ± 0.00 | 0.72 ± 3.48 | 0.00 ± 0.00 | 0.00 ± 0.00 | 0.00 ± 0.00 | 1.43 ± 3.78 | 0.00 ± 0.00 | 0.71 ± 2.67 |
Sitting | 3.97 ± 5.91 | 4.09 ± 7.94 | 4.03 ± 6.79 | 4.39 ± 7.27 | 0.37 ± 1.11 | 1.98 ± 4.87 | 6.95 ± 11.18 | 5.07 ± 12.00 | 6.01 ± 11.19 |
Standing | 33.06 ± 23.65 | 31.61 ± 10.98 | 32.36 ± 18.30 | 16.99 ± 19.29 | 18.33 ± 17.43 | 17.80 ± 17.52 | 17.54 ± 5.75 | 22.72 ± 9.68 | 20.13 ± 8.12 |
Walking | 42.79 ± 16.52 | 49.53 ± 11.93 | 46.01 ± 14.60 | 45.49 ± 20.78 | 44.94 ± 18.45 | 45.16 ± 18.68 | 37.63 ± 11.92 | 44.06 ± 14.46 | 40.84 ± 13.16 |
Vigorous | 18.52 ± 13.58 | 16.35 ± 14.12 | 17.48 ± 13.57 | 32.02 ± 16.55 | 33.40 ± 18.19 | 32.92 ± 16.95 | 34.90 ± 11.53 | 28.16 ± 17.22 | 31.53 ± 14.50 |
Sedentary | 38.42 ± 22.75 | 35.70 ± 9.67 | 37.12 ± 17.41 | 21.38 ± 17.91 | 18.70 ± 17.26 | 19.78 ± 16.66 | 25.92 ± 14.35 | 27.78 ± 11.87 | 26.85 ± 12.69 |
MVPA | 61.30 ± 22.44 | 65.89 ± 6.58 | 63.49 ± 16.64 | 77.69 ± 17.03 | 78.33 ± 16.57 | 78.08 ± 16.14 | 72.53 ± 13.46 | 72.22 ± 11.87 | 72.37 ± 12.19 |
Activity Type | |||||||||
Track | 0.00 ± 0.00 | 0.00 ± 0.00 | 0.00 ± 0.00 | 56.02 ± 48.06 | 51.61 ± 40.85 | 53.37 ± 42.23 | 22.47 ± 27.66 | 14.48 ± 28.15 | 18.48 ± 27.13 |
Sports | 41.67 ± 47.34 | 0.00 ± 0.00 | 21.74 ± 39.67 | 0.00 ± 0.00 | 0.00 ± 0.00 | 0.00 ± 0.00 | 0.00 ± 0.00 | 3.43 ± 9.07 | 1.71 ± 6.41 |
Games | 15.14 ± 26.06 | 41.03 ± 28.01 | 27.52 ± 29.51 | 7.01 ± 15.05 | 7.04 ± 17.52 | 7.03 ± 16.01 | 28.79 ± 31.55 | 19.58 ± 29.44 | 24.18 ± 29.70 |
Sedentary | 27.62 ± 31.23 | 31.85 ± 16.77 | 29.64 ± 24.90 | 22.25 ± 18.71 | 13.98 ± 17.71 | 17.29 ± 17.94 | 18.45 ± 5.18 | 24.83 ± 12.02 | 21.64 ± 9.49 |
Locomotion | 15.57 ± 23.50 | 25.45 ± 20.73 | 20.30 ± 22.29 | 76.42 ± 18.44 | 75.65 ± 27.18 | 75.96 ± 23.32 | 44.26 ± 32.52 | 54.93 ± 22.41 | 49.59 ± 27.40 |
Baseline (n = 23) | Post-Intervention (n = 15) (1–2 weeks) | Follow-up (n = 14) (6–7 Weeks) | |||||||
---|---|---|---|---|---|---|---|---|---|
Boys (n = 12) | Girls (n = 11) | Boys and Girls (n = 23) | Boys (n = 6) | Girls (n = 9) | Boys and Girls (n = 15) | Boys (n = 7) | Girls (n = 7) | Boys and Girls (n = 14) | |
Group Size | |||||||||
Alone | 9.20 ± 11.65 | 12.20 ± 14.19 | 10.63 ± 12.72 | 47.20 ± 21.58 | 20.83 ± 18.07 | 31.38 ± 23.06 | 19.51 ± 17.77 | 8.80 ± 7.27 | 14.16 ± 14.18 |
Small | 47.58 ± 38.48 | 69.03 ± 26.62 | 57.84 ± 34.39 | 43.77 ± 28.89 | 56.76 ± 27.27 | 51.56 ± 27.69 | 64.00 ± 32.59 | 76.41 ± 30.25 | 70.21 ± 30.89 |
Medium | 26.56 ± 39.11 | 17.50 ± 28.47 | 22.23 ± 33.98 | 2.841 ± 5.07 | 18.06 ± 26.57 | 11.97 ± 21.73 | 5.26 ± 8.00 | 7.29 ± 9.87 | 6.28 ± 8.69 |
Large | 16.67 ± 38.92 | 0.30 ± 1.01 | 8.84 ± 28.77 | 7.64 ± 18.71 | 1.39 ± 4.17 | 3.89 ± 12.04 | 10.71 ± 28.35 | 10.56 ± 27.94 | 10.64 ± 27.04 |
Social Interactions | |||||||||
Pro-physical | 29.27 ± 27.75 | 20.06 ± 23.37 | 24.86 ± 25.60 | 9.52 ± 23.33 | 12.88 ± 13.24 | 11.54 ± 17.25 | 13.20 ± 8.82 | 17.74 ± 17.00 | 15.47 ± 13.22 |
Pro-verbal | 63.15 ± 30.03 | 78.89 ± 24.38 | 70.68 ± 28.03 | 88.96 ± 22.88 | 86.47 ± 14.56 | 87.46 ± 17.60 | 85.65 ± 9.15 | 80.96 ± 19.62 | 83.31 ± 14.91 |
Anti-physical | 4.70 ± 7.49 | 0.72 ± 2.38 | 2.79 ± 5.90 | 1.52 ± 3.71 | 0.65 ± 1.96 | 1.00 ± 2.70 | 1.14 ± 3.02 | 0.00 ± 0.00 | 0.57 ± 2.14 |
Anti-verbal | 0.48 ± 1.12 | 0.00 ± 0.00 | 0.25 ± 0.83 | 0.00 ± 0.00 | 0.00 ± 0.00 | 0.00 ± 0.00 | 0.00 ± 0.00 | 0.00 ± 0.00 | 0.00 ± 0.00 |
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Powell, E.; Woodfield, L.A.; Powell, A.J.; Nevill, A.M.; Myers, T.D. Evaluation of a Walking-Track Intervention to Increase Children’s Physical Activity during Primary School Break Times. Children 2018, 5, 135. https://doi.org/10.3390/children5100135
Powell E, Woodfield LA, Powell AJ, Nevill AM, Myers TD. Evaluation of a Walking-Track Intervention to Increase Children’s Physical Activity during Primary School Break Times. Children. 2018; 5(10):135. https://doi.org/10.3390/children5100135
Chicago/Turabian StylePowell, Emma, Lorayne A. Woodfield, Alexander J. Powell, Alan M. Nevill, and Tony D. Myers. 2018. "Evaluation of a Walking-Track Intervention to Increase Children’s Physical Activity during Primary School Break Times" Children 5, no. 10: 135. https://doi.org/10.3390/children5100135