School-Based Physical Activity Interventions: Effectiveness, Trends, Issues, Implications and Recommendations for Practice.
Summary (1 min read)
Implications and recommendations for practice
- Whilst most schools are unlikely to be involved in the large scale formal and more ‘robust’ research studies reviewed within this paper, they are likely to be involved in planning and implementing health-related or physical activity programmes or initiatives with young people with the aim of increasing their physical activity levels.
- Furthermore, the evidence on the effectiveness of school based interventions suggests that teachers’ efforts to plan and implement programmes can be worthwhile.
- On the basis of the studies to date however, Fox and Harris (2003), concluded that the existing literature is not sufficiently extensive to provide definitive guidelines for schools about which types or aspects of programmes are most effective in promoting activity.
- These are presented in table 1. Insert Table 1 here.
Conclusion
- The evidence reviewed here has revealed that school based physical activity interventions can be effective and achieve a range of positive outcomes, suggesting that teachers’ efforts to promote physical activity through PE programmes can indeed be worthwhile.
- Until a stronger evidence base becomes available, schools and teachers should be encouraged to plan, implement and evaluate programmes and draw on such recommendations to inform their practice.
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Cites background from "School-Based Physical Activity Inte..."
...First, most school-based physical activity interventions have involved the evaluation of modified healthrelated physical education (PE) with limited longterm impact (Cale & Harris, 2006; Timperio, Salmon, & Ball, 2004)....
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...Although there is empirical support for the effectiveness of school-based programmes in promoting physical activity among youth (Cale & Harris, 2006; Kahn et al., 2002; Stone, McKenzie, Welk, & Booth, 1998), two criticisms of previous interventions have been noted in the literature....
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References
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"School-Based Physical Activity Inte..." refers background in this paper
...However, despite growing support for the ecological perspective, French et al. (2001) note that environmental and policy interventions are the least studied component of school health promotion....
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"School-Based Physical Activity Inte..." refers background in this paper
...Programme outcomes Design programme outcomes that are realistic, focus on behavioural (physical activity levels), cognitive (knowledge and understanding) and affective (attitude) changes, and that meet, complement and reinforce National Curriculum requirements and the outcomes identified by Harris (2000). . Design Adopt an ecological approach to the intervention design. Include multi-component interventions (e.g. which focus on the school curriculum, the PE curriculum, parents/families and out-of-school activity) and multiple levels of influence (e.g. interpersonal, intrapersonal, policy, environment). Where appropriate, also consider employing interventions which target multiple health behaviours (e.g. physical activity alongside diet, relaxation, stress management). . Content Design programme content to meet, complement and reinforce National Curriculum requirements and the outcomes and the philosophy outlined by Harris (2000). ....
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...Programme outcomes Design programme outcomes that are realistic, focus on behavioural (physical activity levels), cognitive (knowledge and understanding) and affective (attitude) changes, and that meet, complement and reinforce National Curriculum requirements and the outcomes identified by Harris (2000). ....
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Frequently Asked Questions (16)
Q2. What are the future works in this paper?
Further, and despite limitations in the existing literature precluding definitive guidelines for schools to be made, consideration of the key trends and issues concerning the physical activity interventions clearly has implications for practice and has been used to inform a number of recommendations for the future direction of formal and informal physical activity programmes, initiatives and interventions.
Q3. What is the main reason for moving beyond the curriculum?
Another important reason for moving beyond the curriculum relates to the limitations of healthism and the biomedical discourse upon which curriculum based interventions are based.
Q4. What is the reason for the lack of secondary based interventions?
Given that physical activity levels decrease with age, particularly during the teenage years (Armstrong and Van Mechelen, 1998; Riddoch and Boreham, 1995), the lack of secondary based interventions is disappointing.
Q5. What are the main criteria for evaluation of exercise interventions?
For interventions to be critically evaluated, clearly defined and measurable goals are needed that are based on the best available evidence defining valued outcomes.
Q6. What was the common theory used in the study?
The most common theory was the Social Cognitive Theory or Social Learning Theory, though Social Influences, Self-Monitoring, Cognitive Evaluation Theory (self-regulation) and Organizational Change Theory were also employed.
Q7. How many middle schools were randomly assigned to interventionor control conditions?
Twenty four middle schools were randomly assigned to interventionor control conditions and physical activity interventions designed to increase physical activity in PE classes and throughout the school day were carried out over two years.
Q8. What is the aim of the National PE, School Sport and Club Links Strategy?
The aim of the strategy is to:‘increase the percentage of school children in England who spend a minimum of two hours each week on high quality PE and school sport within and beyond the curriculum (from 25 per cent in 2002) to 75 per cent by 2006.’
Q9. Why did Stone et al., (1998) suggest that the lack of pre-school?
Stone et al., (1998) suggest that the absence of pre-school and early primary years in interventions is partially due to the difficulty in measuring physical activity, as well as delivering interventions with these groups.
Q10. What is the recent and significant example of this?
Perhaps the most recent and significant example of this was the launch of the National PE, School Sport and Club Links Strategy in October 2002, which is being delivered by the Department for Education and Skills (DfES) and DCMS and being supported by a Government investment of £459 million over three years.
Q11. What is the definition of a necessity in intervention research?
Some researchers consider the use of random assignment and control groups a necessity in intervention research, whilst others consider such experimental examinations an impossibility (Kemper, 1990).
Q12. Why do they suggest that primary school programmes are more focused on the inactive?
Harris and Cale (1997) on the other hand, suggest that the predominance of primary school programmes may be due to the increased flexibility generally afforded by the primary curriculum and to their more generally holistic approach to health education.
Q13. What are the limitations of a scientifically based approach?
Tinning and Kirk (1991) highlight the limitations of adopting a scientifically based experimental approach within complex social settings such as schools and identified problems with the matching of control and experimental groups and of isolating the effects of programmes from control groups.
Q14. What is the main idea behind the ecological approach to physical activity?
Ecological approaches have, at their core, the notion that behaviour, in this case physical activity, is influenced by multiple facets of the intrapersonal (e.g., psychological and biological variables, developmental history), interpersonal (e.g., family, peers), and physical and policy and legislative environments (Gorely, 2005).
Q15. What is the definition of ‘lifelong physical activity’?
Compatible with the NCPE health and fitness requirements and the interpretation offered by Harris (2000) is the notion of ‘lifelong or lifetime physical activity,’ which suggests that content should focus on the development of activities and skills ‘that promote generalization and maintenance of physical activity during youth and adolescence and enhance the probability of carryover to adulthood’
Q16. What is the evidence that schools can be successful in promoting physical activity?
The evidence reviewed here has revealed that school based physical activity interventions can be effective and achieve a range of positive outcomes,suggesting that teachers’ efforts to promote physical activity through PE programmes can indeed be worthwhile.