Pub Date : 2019-10-01DOI: 10.1249/tjx.0000000000000110
Lyndsey M. Hornbuckle, Z. Gizlice, D. Heil, M. Whitt-Glover
PURPOSE To determine the effects of a 10-month secular (SEC) versus faith-integrated (FI) community-based physical activity (PA) intervention on cardiometabolic risk factors in low active, African-American women. METHODS Participants (age: 55.4±11.6 years; body mass index (BMI): 36.0±7.9 kg/m2; average baseline steps/day: 3,807±1,250) from a larger study (n=418) participated in a sub-study to measure cardiometabolic disease indicators (primary outcomes) and PA (secondary outcomes) pre- and post-intervention (SEC: n=42; FI: n=43). Height, weight, waist and hip circumferences, resting blood pressure, hemoglobin A1c, average steps/day, sedentary behavior, light-intensity physical activity (LPA), and moderate-to-vigorous-intensity physical activity (MVPA) were acquired at baseline and 10 months. Multivariate generalized linear mixed models that included churches as a random effect were used to compare mean changes in outcomes at 10 months between the two study groups (α=0.05). RESULTS The FI group showed significant time effects for weight (93.4±2.4 to 92.2±2.3 kg), BMI (35.7±1.0 to 35.3±1.0 kg/m2), and waist circumference (106.9±2.2 to 103.8±2.5 cm), while the SEC group had a significant time effect for hip circumference (121.6±1.9 to 119.9±1.7 cm). There were no time effects in either group for blood pressure, hemoglobin A1c, steps/day, sedentary time, or MVPA. FI significantly decreased LPA in both 1-minute activity bouts (641±13 to 588±16 minutes/day) and 10-minute bouts (536±11 to 479±15 minutes/day). There were no significant differences between SEC and FI for any variable. CONCLUSIONS The improvements in body weight, BMI, and waist circumference shown after the FI intervention could have long-term implications on cardiometabolic health, particularly if exercise is continued. Further research is needed to examine the effects of culturally-relevant interventions on chronic disease indicators in African-American women, particularly those established as high risk for cardiometabolic disease.
{"title":"A Faith-Integrated Physical Activity Intervention and Cardiometabolic Risk in African American Women.","authors":"Lyndsey M. Hornbuckle, Z. Gizlice, D. Heil, M. Whitt-Glover","doi":"10.1249/tjx.0000000000000110","DOIUrl":"https://doi.org/10.1249/tjx.0000000000000110","url":null,"abstract":"PURPOSE\u0000To determine the effects of a 10-month secular (SEC) versus faith-integrated (FI) community-based physical activity (PA) intervention on cardiometabolic risk factors in low active, African-American women.\u0000\u0000\u0000METHODS\u0000Participants (age: 55.4±11.6 years; body mass index (BMI): 36.0±7.9 kg/m2; average baseline steps/day: 3,807±1,250) from a larger study (n=418) participated in a sub-study to measure cardiometabolic disease indicators (primary outcomes) and PA (secondary outcomes) pre- and post-intervention (SEC: n=42; FI: n=43). Height, weight, waist and hip circumferences, resting blood pressure, hemoglobin A1c, average steps/day, sedentary behavior, light-intensity physical activity (LPA), and moderate-to-vigorous-intensity physical activity (MVPA) were acquired at baseline and 10 months. Multivariate generalized linear mixed models that included churches as a random effect were used to compare mean changes in outcomes at 10 months between the two study groups (α=0.05).\u0000\u0000\u0000RESULTS\u0000The FI group showed significant time effects for weight (93.4±2.4 to 92.2±2.3 kg), BMI (35.7±1.0 to 35.3±1.0 kg/m2), and waist circumference (106.9±2.2 to 103.8±2.5 cm), while the SEC group had a significant time effect for hip circumference (121.6±1.9 to 119.9±1.7 cm). There were no time effects in either group for blood pressure, hemoglobin A1c, steps/day, sedentary time, or MVPA. FI significantly decreased LPA in both 1-minute activity bouts (641±13 to 588±16 minutes/day) and 10-minute bouts (536±11 to 479±15 minutes/day). There were no significant differences between SEC and FI for any variable.\u0000\u0000\u0000CONCLUSIONS\u0000The improvements in body weight, BMI, and waist circumference shown after the FI intervention could have long-term implications on cardiometabolic health, particularly if exercise is continued. Further research is needed to examine the effects of culturally-relevant interventions on chronic disease indicators in African-American women, particularly those established as high risk for cardiometabolic disease.","PeriodicalId":75243,"journal":{"name":"Translational journal of the American College of Sports Medicine","volume":"4 19 1","pages":"225-234"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45589837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-15DOI: 10.1249/TJX.0000000000000093
C. Ozemek, L. Kaminsky, P. Brubaker, C. Lavie, R. Arena
The increasing prevalence of noncommunicable diseases and multimorbidity negatively affects an individual’s quality of life and health trajectory; this trend and resultant personal and clinical outcomes are of significant concern. Healthy living (HL) behaviors (physical activity, dietary modification, smoking cessation, and medication compliance) are known to provide substantial health benefits that slow the progression or in some cases reverse the deleterious effects associated with inactivity and consumption of a diet high in sodium, fat content, added sugars, and energy-dense foods. However, it is becoming increasingly clear that a one-size-fits-all approach to HL interventions in populations at risk for or diagnosed with noncommunicable diseases is inadequate to promote optimization of health outcomes. Practitioners implementing HL interventions, such as clinical exercise physiologists (CEP), must instead understand the complexity or multimorbidity phenotypes and be able to effectively tailor programs for each condition. Although CEP may receive master’s level training in this area, the rise in patients with complex multimorbidity warrants consideration of elevating the professional expectations to better prepare CEP in training to deliver highly effective primary and secondary prevention HL interventions. Many licensed allied health professions (i.e., physical therapy, pharmacy, occupational therapy, nursing, nutrition, etc.) have recognized the call to move toward professional doctoral degree programs to better prepare practitioners within their field. This article proposes a professional doctorate degree program aimed at enhancing the training of CEP to become highly effective practitioners.
{"title":"Time to Elevate the Education of Clinical Exercise Physiologists: A Professional Doctorate Model","authors":"C. Ozemek, L. Kaminsky, P. Brubaker, C. Lavie, R. Arena","doi":"10.1249/TJX.0000000000000093","DOIUrl":"https://doi.org/10.1249/TJX.0000000000000093","url":null,"abstract":"\u0000 The increasing prevalence of noncommunicable diseases and multimorbidity negatively affects an individual’s quality of life and health trajectory; this trend and resultant personal and clinical outcomes are of significant concern. Healthy living (HL) behaviors (physical activity, dietary modification, smoking cessation, and medication compliance) are known to provide substantial health benefits that slow the progression or in some cases reverse the deleterious effects associated with inactivity and consumption of a diet high in sodium, fat content, added sugars, and energy-dense foods. However, it is becoming increasingly clear that a one-size-fits-all approach to HL interventions in populations at risk for or diagnosed with noncommunicable diseases is inadequate to promote optimization of health outcomes. Practitioners implementing HL interventions, such as clinical exercise physiologists (CEP), must instead understand the complexity or multimorbidity phenotypes and be able to effectively tailor programs for each condition. Although CEP may receive master’s level training in this area, the rise in patients with complex multimorbidity warrants consideration of elevating the professional expectations to better prepare CEP in training to deliver highly effective primary and secondary prevention HL interventions. Many licensed allied health professions (i.e., physical therapy, pharmacy, occupational therapy, nursing, nutrition, etc.) have recognized the call to move toward professional doctoral degree programs to better prepare practitioners within their field. This article proposes a professional doctorate degree program aimed at enhancing the training of CEP to become highly effective practitioners.","PeriodicalId":75243,"journal":{"name":"Translational journal of the American College of Sports Medicine","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44344896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-15DOI: 10.1249/TJX.0000000000000092
Gerald C. Dembrowski, Jessica W. Barnes
With the complex role of the thyroid in metabolism and conflicting evidence of weight gain or loss as a result of prescription thyroid hormone replacement (THR), it is important to understand how THR affects weight loss beyond the standard measures of body weight % and body mass index (BMI). We examined differences in body composition improvement in individuals taking and not taking THR over 60 d of an intensive weight loss program. The 20Lighter Program (T20LP), a doctor-supervised weight loss and metabolic health program, included 6 wk of patent-pending very low calorie meal plans and a 3-wk customized transition back to a normal dietary intake. Of 2200 participants completing T20LP by December 31, 2017, ~10% reported taking prescription THR. From initial baseline to 60 d, T20LP participants from both groups showed statistically significant and clinically meaningful reductions in body weight, BMI, % body fat, visceral fat, metabolic age, and increases in % body water. To our knowledge, our study is the first large-scale analysis comparing weight loss outcomes in participants who take THR and participants who do not. Our data show both groups do equally well with respect to % body weight lost, BMI reduction, body fat and visceral fat reduction, and improvement in tissue hydration, and we found no disadvantage in any physiologic or metabolic outcome in weight loss participants on THR. Weight loss participants requiring prescription THR are capable of achieving body composition and metabolic improvements on par with those who do not require prescription THR.
由于甲状腺在代谢中的复杂作用以及处方甲状腺激素替代(THR)导致体重增加或减少的相互矛盾的证据，了解THR如何影响体重减轻是很重要的，超出了体重百分比和体重指数(BMI)的标准测量。我们研究了在60天的强化减肥计划中，服用和不服用THR的个体在身体成分改善方面的差异。20Lighter Program (T20LP)是一项由医生监督的减肥和代谢健康计划，包括6周正在申请专利的极低卡路里饮食计划和3周的定制过渡到正常饮食摄入量。在截至2017年12月31日完成T20LP的2200名参与者中，约10%的人报告服用处方THR。从初始基线到60 d，两组T20LP参与者的体重、BMI、体脂百分比、内脏脂肪、代谢年龄和体水百分比均有统计学意义和临床意义的降低。据我们所知，我们的研究是第一个比较服用THR和不服用THR的参与者减肥结果的大规模分析。我们的数据显示，两组在体重减轻%、BMI降低、体脂和内脏脂肪减少以及组织水化改善方面都做得很好，而且我们发现，服用THR的减肥参与者在任何生理或代谢结果上都没有不利之处。需要处方THR的减肥参与者能够达到与不需要处方THR的人相同的身体成分和代谢改善。
{"title":"Prescription Thyroid Replacement Does Not Affect Outcomes in an Intensive Weight Reduction Program","authors":"Gerald C. Dembrowski, Jessica W. Barnes","doi":"10.1249/TJX.0000000000000092","DOIUrl":"https://doi.org/10.1249/TJX.0000000000000092","url":null,"abstract":"\u0000 With the complex role of the thyroid in metabolism and conflicting evidence of weight gain or loss as a result of prescription thyroid hormone replacement (THR), it is important to understand how THR affects weight loss beyond the standard measures of body weight % and body mass index (BMI). We examined differences in body composition improvement in individuals taking and not taking THR over 60 d of an intensive weight loss program. The 20Lighter Program (T20LP), a doctor-supervised weight loss and metabolic health program, included 6 wk of patent-pending very low calorie meal plans and a 3-wk customized transition back to a normal dietary intake. Of 2200 participants completing T20LP by December 31, 2017, ~10% reported taking prescription THR. From initial baseline to 60 d, T20LP participants from both groups showed statistically significant and clinically meaningful reductions in body weight, BMI, % body fat, visceral fat, metabolic age, and increases in % body water. To our knowledge, our study is the first large-scale analysis comparing weight loss outcomes in participants who take THR and participants who do not. Our data show both groups do equally well with respect to % body weight lost, BMI reduction, body fat and visceral fat reduction, and improvement in tissue hydration, and we found no disadvantage in any physiologic or metabolic outcome in weight loss participants on THR. Weight loss participants requiring prescription THR are capable of achieving body composition and metabolic improvements on par with those who do not require prescription THR.","PeriodicalId":75243,"journal":{"name":"Translational journal of the American College of Sports Medicine","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43326284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.1249/TJX.0000000000000099
M. Mahar
Schools are valuable locations to promote physical activity becausemost children are in school for large portions of the day and year. However, the main objective of most schools is to teach academic skills. For school personnel to implement classroom-based physical activity programs, they need to be convinced that these programs will help the students learn better. Teachers understand and value the concept of on-task behavior or paying attention. Without attentional focus, students do not learn. Thus, if research demonstrates that participation in classroombased physical activity programs enhances on-task behavior, teachersmay bemore likely to implement these programs. Although on-task behavior in the authentic classroom setting is difficult to measure, the accumulated evidence about the effect of classroom-based physical activity on on-task behavior is convincing. This article presents an overview of measurement issues associated with directly observed on-task behavior in schools and a summary of the key studies that have made a substantial contribution to the literature in this field. Various research designs and statistical comparisons have been used to examine these relationships. Several research studies have included examination of the effect of physical activity on on-task behavior within subgroups of students (e.g., level of attention, sex, fitness, race/ethnicity, and socioeconomic status). In summary, research demonstrates that classroom-based physical activity enhances on-task behavior compared with traditional sedentary learning environments, and this benefit appears to hold for all subgroups of students that have been examined. Specific suggestions to enhance the implementation of classroom-based physical activity and to further develop the research base are provided. INTRODUCTION Health benefits of physical activity are widely known (1,2); however, less is known about the additional benefits or potential limitations of physical activity when it is incorporated into the classroom. Research on the effectiveness of classroombased physical activity began to be published around the mid-2000s. Integrating physical activity into the classroom can help youth meet the U.S. Physical Activity Guidelines (3). Part of the Physical Activity Guidelines recommends that youth School of Exercise and Nutritional Sciences, San Diego State University,
{"title":"Classroom-Based Physical Activity and On-Task Behavior","authors":"M. Mahar","doi":"10.1249/TJX.0000000000000099","DOIUrl":"https://doi.org/10.1249/TJX.0000000000000099","url":null,"abstract":"Schools are valuable locations to promote physical activity becausemost children are in school for large portions of the day and year. However, the main objective of most schools is to teach academic skills. For school personnel to implement classroom-based physical activity programs, they need to be convinced that these programs will help the students learn better. Teachers understand and value the concept of on-task behavior or paying attention. Without attentional focus, students do not learn. Thus, if research demonstrates that participation in classroombased physical activity programs enhances on-task behavior, teachersmay bemore likely to implement these programs. Although on-task behavior in the authentic classroom setting is difficult to measure, the accumulated evidence about the effect of classroom-based physical activity on on-task behavior is convincing. This article presents an overview of measurement issues associated with directly observed on-task behavior in schools and a summary of the key studies that have made a substantial contribution to the literature in this field. Various research designs and statistical comparisons have been used to examine these relationships. Several research studies have included examination of the effect of physical activity on on-task behavior within subgroups of students (e.g., level of attention, sex, fitness, race/ethnicity, and socioeconomic status). In summary, research demonstrates that classroom-based physical activity enhances on-task behavior compared with traditional sedentary learning environments, and this benefit appears to hold for all subgroups of students that have been examined. Specific suggestions to enhance the implementation of classroom-based physical activity and to further develop the research base are provided. INTRODUCTION Health benefits of physical activity are widely known (1,2); however, less is known about the additional benefits or potential limitations of physical activity when it is incorporated into the classroom. Research on the effectiveness of classroombased physical activity began to be published around the mid-2000s. Integrating physical activity into the classroom can help youth meet the U.S. Physical Activity Guidelines (3). Part of the Physical Activity Guidelines recommends that youth School of Exercise and Nutritional Sciences, San Diego State University,","PeriodicalId":75243,"journal":{"name":"Translational journal of the American College of Sports Medicine","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42352396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.1249/TJX.0000000000000095
J. Bartholomew, E. Jowers, N. Golaszewski
Texas I-CAN! has focused on the development of interventions to provide physically active learning (PAL) to regular education, elementary classroom. This paper provides an overview of our approach and the iterations through which we have progressed the intervention. We adopt a framework that considers PAL along continuums of relatedness to and integration with the academic goals of the lessons. This provides a lens through which to view our iterations of I-CAN!, as we sought a version of PAL that is both acceptable to teachers and effective for physical activity and academic outcomes. As such, this provides an overview of the choices that must be made to translate theory to practice.
{"title":"Lessons Learned from a Physically Active Learning Intervention: Texas I-CAN!","authors":"J. Bartholomew, E. Jowers, N. Golaszewski","doi":"10.1249/TJX.0000000000000095","DOIUrl":"https://doi.org/10.1249/TJX.0000000000000095","url":null,"abstract":"Texas I-CAN! has focused on the development of interventions to provide physically active learning (PAL) to regular education, elementary classroom. This paper provides an overview of our approach and the iterations through which we have progressed the intervention. We adopt a framework that considers PAL along continuums of relatedness to and integration with the academic goals of the lessons. This provides a lens through which to view our iterations of I-CAN!, as we sought a version of PAL that is both acceptable to teachers and effective for physical activity and academic outcomes. As such, this provides an overview of the choices that must be made to translate theory to practice.","PeriodicalId":75243,"journal":{"name":"Translational journal of the American College of Sports Medicine","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44559815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.1249/TJX.0000000000000100
A. Szabo-Reed, A. Gorczyca, L. Ptomey, Felicia L. Steger
INTRODUCTION Participation in physical activity (PA) is an important determinant of health and is associated with a wide range of physical and psychosocial benefits. The Centers for Disease Control and Prevention (CDC) recommends that children obtain at least 60min or more of moderate to vigorous PA (MVPA) daily; however, only 21.6%of children and adolescents 6 to 19 yr of age attain 60 or more minutes of MVPA on five or more days of the week. Children spend up to half of their waking hours in school; therefore, from a population-based approach, schools provide the best opportunity to increase PA among the nation’s youth (1). Comprehensive School Physical Activity Programs (CSPAP) have been recommended by the CDC/Society for Health and Physical Educators and endorsed by the Institute of Medicine (1) for increasing MVPA in children (2). These programs supplement physical education (PE) with PA throughout the day and emphasize involvement of school staff, the participants’ immediate family, and the wider community. However, evidence regarding the effectiveness of CSPAP for increasing PA in children is limited and conflicting (2–8). The National Association for Sport andPhysical Education recommends that elementary schools provide 150 min and secondary schools provide 225min of PE eachweek (9). However, very few schools require daily PE or provide the amount of PA recommended by the CDC (10) and the Institute of Medicine (11). To develop successful strategies to engage elementary-aged children in PA, it is necessary to understand the current challenges associated with the delivery of PA in the school and the positive outcomes associated with PA practice or delivery. This special issue of the Translational Journal of the American College of Sports Medicinewill provide perspectives on both the positive outcomes (cognition, academic achievement, and on-task behavior) and challenges (built environment, school PA policy, teacher implementation/ compliance, and teacher reflections) of implementing CSPAP interventions in elementary schools.
{"title":"Influence of Physical Activity on Elementary School Children: Challenges and Practice","authors":"A. Szabo-Reed, A. Gorczyca, L. Ptomey, Felicia L. Steger","doi":"10.1249/TJX.0000000000000100","DOIUrl":"https://doi.org/10.1249/TJX.0000000000000100","url":null,"abstract":"INTRODUCTION Participation in physical activity (PA) is an important determinant of health and is associated with a wide range of physical and psychosocial benefits. The Centers for Disease Control and Prevention (CDC) recommends that children obtain at least 60min or more of moderate to vigorous PA (MVPA) daily; however, only 21.6%of children and adolescents 6 to 19 yr of age attain 60 or more minutes of MVPA on five or more days of the week. Children spend up to half of their waking hours in school; therefore, from a population-based approach, schools provide the best opportunity to increase PA among the nation’s youth (1). Comprehensive School Physical Activity Programs (CSPAP) have been recommended by the CDC/Society for Health and Physical Educators and endorsed by the Institute of Medicine (1) for increasing MVPA in children (2). These programs supplement physical education (PE) with PA throughout the day and emphasize involvement of school staff, the participants’ immediate family, and the wider community. However, evidence regarding the effectiveness of CSPAP for increasing PA in children is limited and conflicting (2–8). The National Association for Sport andPhysical Education recommends that elementary schools provide 150 min and secondary schools provide 225min of PE eachweek (9). However, very few schools require daily PE or provide the amount of PA recommended by the CDC (10) and the Institute of Medicine (11). To develop successful strategies to engage elementary-aged children in PA, it is necessary to understand the current challenges associated with the delivery of PA in the school and the positive outcomes associated with PA practice or delivery. This special issue of the Translational Journal of the American College of Sports Medicinewill provide perspectives on both the positive outcomes (cognition, academic achievement, and on-task behavior) and challenges (built environment, school PA policy, teacher implementation/ compliance, and teacher reflections) of implementing CSPAP interventions in elementary schools.","PeriodicalId":75243,"journal":{"name":"Translational journal of the American College of Sports Medicine","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42403669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.1249/TJX.0000000000000104
Ø. Lerum, J. bartholomew, H. Mckay, G. Resaland, H. Tjomsland, S. Anderssen, Petter E. Leirhaug, V. F. Moe
Department of Sport, Food and Natural Sciences, Western Norway University of Applied Sciences, Sogndal, NORWAY; Department of Kinesiology and Health Education, The University of Texas at Austin, Austin, TX; Department of Family Practice, University of British Columbia, Vancouver, CANADA; Faculty of Education, Arts and Sports, Center for Physically Active Learning, Western Norway University of Applied Sciences, Sogndal, NORWAY; and Department of Sports Medicine, Norwegian School of Sport Sciences, Oslo, NORWAY
{"title":"Active Smarter Teachers: Primary School Teachers’ Perceptions and Maintenance of a School-Based Physical Activity Intervention","authors":"Ø. Lerum, J. bartholomew, H. Mckay, G. Resaland, H. Tjomsland, S. Anderssen, Petter E. Leirhaug, V. F. Moe","doi":"10.1249/TJX.0000000000000104","DOIUrl":"https://doi.org/10.1249/TJX.0000000000000104","url":null,"abstract":"Department of Sport, Food and Natural Sciences, Western Norway University of Applied Sciences, Sogndal, NORWAY; Department of Kinesiology and Health Education, The University of Texas at Austin, Austin, TX; Department of Family Practice, University of British Columbia, Vancouver, CANADA; Faculty of Education, Arts and Sports, Center for Physically Active Learning, Western Norway University of Applied Sciences, Sogndal, NORWAY; and Department of Sports Medicine, Norwegian School of Sport Sciences, Oslo, NORWAY","PeriodicalId":75243,"journal":{"name":"Translational journal of the American College of Sports Medicine","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1249/TJX.0000000000000104","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46196041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.1249/TJX.0000000000000098
L. Turner, Hannah G. Calvert, J. Carlson
The increasing evidence about CBPA ’ s benefits for students indicates that it should be considered a best practice for elementary schools (2,3). However, given the low prevalence of use across the nation, it seems warranted to mo-bilize efforts to increase the number of classroom teachers who use CBPA and the consistency with which they do so. Yet, many questions remain about how best to encourage teachers ’ implementation of CBPA. This article reviews previous work exploring teacher-level implementation, including consideration of how CBPA implementation is measured and what is known about factors associated with implementation. We discuss interventions and potential innovations to support increased rates of implementation and sustained use of CBPA among classroom teachers. Our review of published evidence is supplemented with examples from our own work over the past 4 yr on the Physically Active Classrooms Energize! (PACE) project at Boise State University, which is supported by a research grant from the Institute of Education Sciences. On the PACE project, ABSTRACT Research exploring factors related to teachers ’ implementation of classroom-based physical activity (CBPA) has increased in recent years. This article highlights key findings from the literature about the implementation and maintenance of CBPA by classroom teachers. The authors provide an overview of the literature examining CBPA implementation from an implementation science perspective. Topics addressed include methods for measuring implementation, characteristics of CBPA resources, and predictors of teachers ’ implementation of CBPA. Findings from the narrative review are presented in tandem with insights from the authors ’ work during a grant-funded project examining strategies to improve CBPA implementation in elementary schools. Many off-the-shelf resources for CBPA implementation exist, with varying degrees of implementation support. Studies have used a variety of methods to measure implementation, mostly focused on teacher self-report. Few studies have provided evidence regarding long-term use of CBPA, but those that do report decreased implementation rates over time. A robust body of research examining CBPA implementation facilitators and barriers shows that organizational-level support from district and school administrators is crucial for successful implementation. Leadership buy-in is crucial for the implementation of policies and practices in schools, such as CBPA initiatives. Approaches that are embedded within school systems, such as communities of practice and coaching from school champions, have potential for improving implementation. designed implementation to increase how many teachers within a school provide regular CBPA to their students in the recommended To organize these findings, we use a framework for con- ceptualizing the implementation of CBPA in classrooms.
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