Comprehensive School Physical Activity Programming and Classroom Behavior.
OBJECTIVES The purpose of this study was to examine the effect of a comprehensive school physical activity program (CSPAP) on classroom behavior in low income children. METHODS The participants included 1460 children recruited from 3 low income schools receiving governmental financial assistance. A total of 77 classrooms were observed across grades K through 6. Classrooms were observed one week prior to the implementation of CSPAP and at 6 weeks and 12 weeks after commencement of the program. Members of the research team observed classroom behavior using systematic observation, specifically a 5 second momentary time sampling procedure. A generalized linear mixed effects model was used to determine the change in odds of a classroom achieving at least 80% on task behavior following the implementation of CSPAP. RESULTS There were 7.49 (95% CI: 2.83, 19.79) greater odds of a classroom achieving 80% on task behavior at 6 weeks compared to baseline and a 27.93 (95% CI: 7.93, 98.29) greater odds of a classroom achieving 80% on task behavior at 12 weeks compared to baseline (p .001) CONCLUSIONS After the CSPAP was implemented, on task classroom behavior significantly improved across all grade levels.
American journal of health behavior