The impact of a multi-component physical activity programme in low-income elementary schools. (August 2017)

• Record Type: Journal Article
• Authors: Massey, William V; Stellino, Megan B; Holliday, Megan; Godbersen, Travis; Rodia, Rachel; Kucher, Greta; Wilkison, Megan
• Is Part Of: Health education journal. Volume 76:Number 5(2017)
• Page Start: 517
• Page End: 530
• Publication Date: 2017-08
• Subjects: Community-based participatory research -- peer leadership -- physical activity -- recess -- student behaviour -- teacher–student relationships; Health education -- Periodicals; 613.071
• DOI: 10.1177/0017896917700681
• Languages: English
• ISSNs: 0017-8969

Abstract

Objective: To identify the effects of a structured and multifaceted physical activity and recess intervention on student and adult behaviour in school. Design: Mixed-methods and community-based participatory approach. Setting: Large, urban, low-income school district in the USA. Methods: Data were collected at three time points over a 1-year period. Sources included recess observations at four elementary schools, in-class behavioural observations of fifth-grade students ( n = 21) and focus groups with fourth- and fifth-grade students ( n = 75). Results: Results suggested an increased amount of positive interactions between adults and students and a decreased amount of conflict in the playground post intervention. Results also suggested that a peer-leadership training programme had beneficial effects on students' classroom behaviour. Conclusion: Results from this study provide evidence that school recess can be used to teach social–emotional competencies that can impact student behaviour during recess and in the classroom.