Ryan D. Burns

The Effect of a Comprehensive School Physical Activity Program on Physical Activity and Health-Related Fitness in Children From Low-Income Families

BACKGROUND The purpose of this study was to examine the effect of a Comprehensive School Physical Activity Program (CSPAP) on physical activity and health-related fitness (HRF) in children from low-income families. METHODS Participants included 1390 children recruited from kindergarten through sixth grade (mean age = 8.4 ± 1.8 years). Physical activity measures were collected at baseline and at 6 weeks and 12 weeks after program implementation, and HRF measures were collected at baseline and at 12 weeks after program implementation. RESULTS There were significant but weak-to-moderate increases in step counts (mean difference = 603.1 steps, P < .001, d = 0.39) and moderate-to-vigorous physical activity (mean difference = 4.9 minutes, P < .001, d = 0.39) at 12 weeks compared with baseline. There were also significant but moderate increases in Progressive Aerobic Cardiovascular Endurance Run laps (mean difference = 6.5 laps, P < .001, d = 0.47) at 12 weeks compared with baseline. Generalized mixed models respectively yielded 3.02 and 2.34 greater odds that a child would achieve step count and moderate-to-vigorous physical activity standards and 2.26 greater odds that a child would achieve aerobic fitness standards at 12 weeks compared with baseline (P < .001). CONCLUSIONS The 12-week CSPAP improved physical activity and HRF in children from low-income families; however, the magnitude of the effects was weak to moderate.

Effect of a Comprehensive School Physical Activity Program on School Day Step Counts in Children.

BACKGROUND Comprehensive School Physical Activity Programming (CSPAP) has the potential to increase physical activity (PA) in children over time. The purpose of this study was to examine the effect of CSPAP on school day step counts in children. METHODS Participants were 327 fourth and fifth grade children recruited from 4 elementary schools. The study was conducted within an Interrupted Time-Series Design framework. School day step counts were collected for 5 days across preintervention and postintervention time-points (10 days total) using NL-1000 piezoelectric pedometers. Robust piecewise regression examined pre- and postintervention intercepts and slopes, and the change in these parameters using postestimation statistics. RESULTS The slope coefficient was statistically significant across preintervention (β = -105.23, P < .001) but not postintervention time-points (β = -63.23, P = .347), suggesting decreases in steps counts across preintervention and stability of step counts across postintervention school days. Postestimation statistics yielded increases in school day step counts from the end of preintervention (day 5) to the start of postintervention (day 6; t(319) = -4.72, P < .001, Cohens d = 4.72). CONCLUSIONS The CSPAP intervention increased average school day step counts and attenuated decreases in step counts throughout the school week in children.

EFFECT OF A CORE CONDITIONING INTERVENTION ON TESTS OF TRUNK MUSCULAR ENDURANCE IN SCHOOL-AGED CHILDREN

Abstract Allen, BA, Hannon, JC, Burns, RD, and Williams, SM. Effect of a core conditioning intervention on tests of trunk muscular endurance in school-aged children. J Strength Cond Res 28(7): 2063–2070, 2014—Trunk and core muscular development has been advocated to increase athletic performance and for maintenance of musculoskeletal health, especially related to the prevention of low back pain (LBP). The purpose of this study was to examine the effects of a simple core conditioning routine on tests of trunk and core muscular endurance in school-aged children. Participants included 164 students (86 girls, 78 boys; mean age, 11.5 ± 2.5 years) recruited from a grade school in a metropolitan area located in the southwestern United States. Students performed an equipment-free, moderate-to-high intensity, dynamic core conditioning warm-up routine once a week for a period of 6 weeks during the start of their physical education classes. The intervention consisted of 10 different dynamic core conditioning exercises performed at a 30-second duration per exercise totaling 5 minutes per session. Pre- and post-assessments of muscular endurance consisted of 5 different trunk and core muscular endurance tests: Parallel Roman Chair Dynamic Back Extension, Prone Plank, Lateral Plank, Dynamic Curl-Up, and Static Curl-up. A generalized estimation equation was used to analyze differences in pre- and post-intervention muscular fitness assessments controlling for gender and grade level. Analysis of the data revealed significant increases in muscular fitness test performance for each of the 5 measured outcomes (p < 0.001). Because risk factors of LBP are thought to commence during childhood, results of this study suggest that it may be desirable for children and adolescents to perform moderate-to-high intensity dynamic core exercises during physical education warm-up to improve trunk and core muscular endurance.

Effect of the SPARK Program on Physical Activity, Cardiorespiratory Endurance, and Motivation in Middle-School Students

BACKGROUND This study aimed to examine the effect of a 9-week SPARK program on physical activity (PA), cardiorespiratory endurance (Progressive Aerobic Cardiovascular Endurance Run; PACER), and motivation in middle-school students. METHODS 174 students attended baseline and posttests and change scores computed for each outcome. A MANOVA was employed to examine change score differences using follow-up ANOVA and Bonferroni post hoc tests. RESULTS MANOVA yielded a significant interaction for Grade × Gender × Group (Wilkss Λ = 0.89, P < .001). ANOVA for PA revealed significant differences between SPARK grades 6 and 7 (Mean Δ = 8.11, P < .01) and Traditional grades 6 and 8 (Mean Δ = -6.96, P < .01). ANOVA also revealed greater PACER change for Traditional boys in grade 8 (P < .01) and SPARK girls in grade 8 (P < .01). There were significant interactions with perceived competence differences between SPARK grades 6 and 8 (Mean Δ = 0.38, P < .05), Enjoyment differences between SPARK grades 6 and 7 (Mean Δ = 0.67, P < .001), and SPARK grades 6 and 8 (Mean Δ = 0.81, P < .001). CONCLUSIONS Following the intervention, SPARK displayed greater increases on PA and motivation measures in younger students compared with the Traditional program.

Cross-Validation of Aerobic Capacity Prediction Models in Adolescents

Cardiorespiratory endurance is a component of health-related fitness. FITNESSGRAM recommends the Progressive Aerobic Cardiovascular Endurance Run (PACER) or One mile Run/Walk (1MRW) to assess cardiorespiratory endurance by estimating VO2 Peak. No research has cross-validated prediction models from both PACER and 1MRW, including the New PACER Model and PACER-Mile Equivalent (PACER-MEQ) using current standards. The purpose of this study was to cross-validate prediction models from PACER and 1MRW against measured VO2 Peak in adolescents. Cardiorespiratory endurance data were collected on 90 adolescents aged 13-16 years (Mean = 14.7 ± 1.3 years; 32 girls, 52 boys) who completed the PACER and 1MRW in addition to a laboratory maximal treadmill test to measure VO2 Peak. Multiple correlations among various models with measured VO2 Peak were considered moderately strong (R = .74-0.78), and prediction error (RMSE) ranged from 5.95 ml·kg⁻¹,min⁻¹ to 8.27 ml·kg⁻¹.min⁻¹. Criterion-referenced agreement into FITNESSGRAMs Healthy Fitness Zones was considered fair-to-good among models (Kappa = 0.31-0.62; Agreement = 75.5-89.9%; F = 0.08-0.65). In conclusion, prediction models demonstrated moderately strong linear relationships with measured VO2 Peak, fair prediction error, and fair-to-good criterion referenced agreement with measured VO2 Peak into FITNESSGRAMs Healthy Fitness Zones.

Development of an aerobic capacity prediction model from one-mile run/walk performance in adolescents aged 13–16 years

Abstract A popular algorithm to predict VO2Peak from the one-mile run/walk test (1MRW) includes body mass index (BMI), which manifests practical issues in school settings. The purpose of this study was to develop an aerobic capacity model from 1MRW in adolescents independent of BMI. Cardiorespiratory endurance data were collected on 90 adolescents aged 13–16 years. The 1MRW was administered on an outside track and a laboratory VO2Peak test was conducted using a maximal treadmill protocol. Multiple linear regression was employed to develop the prediction model. Results yielded the following algorithm: VO2Peak = 7.34 × (1MRW speed in m s−1) + 0.23 × (age × sex) + 17.75. The New Model displayed a multiple correlation and prediction error of R = 0.81, standard error of the estimate = 4.78 ml kg−1·min−1, with measured VO2Peak and good criterion-referenced (CR) agreement into FITNESSGRAM’s Healthy Fitness Zone (Kappa = 0.62; percentage agreement = 84.4%; Φ = 0.62). The New Model was validated using k-fold cross-validation and showed homoscedastic residuals across the range of predicted scores. The omission of BMI did not compromise accuracy of the model. In conclusion, the New Model displayed good predictive accuracy and good CR agreement with measured VO2Peak in adolescents aged 13–16 years.

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.

Establishing school day pedometer step count cut-points using ROC curves in low-income children

Previous research has not established pedometer step count cut-points that discriminate children that meet school day physical activity recommendations using a tri-axial ActiGraph accelerometer criterion. The purpose of this study was to determine step count cut-points that associate with 30min of school day moderate-to-vigorous physical activity (MVPA) in school-aged children. Participants included 1053 school-aged children (mean age=8.4±1.8years) recruited from three low-income schools from the state of Utah in the U.S. Physical activity was assessed using Yamax DigiWalker CW600 pedometers and ActiGraph wGT3X-BT triaxial accelerometers that were concurrently worn during school hours. Data were collected at each school during the 2014-2015 school year. Receiver operating characteristic (ROC) curves were used to determine pedometer step count cut-points that associated with at least 30min of MVPA during school hours. Cut-points were determined using the maximum Youdens J statistic (J max). For the total sample, the area-under-the-curve (AUC) was 0.77 (p<0.001) with a pedometer cut-point of 5505 steps (J max=0.46, Sensitivity=63%, Specificity=84%; Accuracy=76%). Step counts showed greater diagnostic ability in girls (AUC=0.81, p<0.001; Cut-point=5306 steps; Accuracy=78.8%) compared to boys (AUC=0.72, p<0.01; Cut-point=5786 steps; Accuracy=71.4%). Pedometer step counts showed good diagnostic ability in girls and fair diagnostic ability in boys for discriminating children that met at least 30min of MVPA during school hours.

Convergent Validity of the One-Mile Run and PACER VO2MAX Prediction Models in Middle School Students:

FITNESSGRAM uses an equating method to convert Progressive Aerobic Cardiovascular Endurance Run (PACER) laps to One-mile run/walk (1MRW) times to estimate aerobic fitness (VO2MAX) in children. However, other prediction models can more directly estimate VO2MAX from PACER performance. The purpose of this study was to examine the convergent validity and relative accuracy between 1MRW and various PACER models for predicting VO2MAX in middle school students. Aerobic fitness was assessed on 134 students utilizing the 1MRW and PACER on separate testing days. Pearson correlations, Bland–Altman plots, kappa statistics, proportion of agreement, and prediction error were used to assess associations and agreement among models. Correlation coefficients were strong (r ≥ .80, p < .001) and error estimates were similar between comparisons. Bland–Altman plots yielded similar Limits of Agreement between 1MRW and PACER models. Fitness Zone agreement with 1MRW was moderate-to-excellent with kappa > .40 and agreement > .90. The results support that PACER models contain convergent validity and strong relative accuracy with the 1MRW model.

Effect of Comprehensive School Physical Activity Programming on Cardiometabolic Health Markers in Children From Low-Income Schools

BACKGROUND The purpose of this study was to examine the effect of a 36-week Comprehensive School Physical Activity Program (CSPAP) on cardiometabolic health markers in children from low-income schools. METHODS Participants were 217 school-aged children (mean age = 10.1 ± 1.1 years; 114 girls, 103 boys) recruited from 5 low-income elementary schools. Cardiometabolic health markers were collected in a fasted state at 2 time-points, before commencement of the CSPAP for classroom and school level clustering and the modifying effects of grade level and sex, there were statistically significant improvements in HDL cholesterol (Δ = 3.6 mg/dL, 95% CI: 1.4 mg/dL to 5.8 mg/dL, P = .039), triglycerides (Δ = -14.1 mg/dL, 95% CI: -21.4 mg/dL to -6.8 mg/dL, P = .022), and mean arterial pressure (Δ = -4.3 mmHg, 95% CI: -8.5 mmHg to -0.1 mmHg, P = .041) following the 36-week CSPAP intervention. Sixth-grade children showed decreases in LDL cholesterol (Δ = -15.3 mg/dL, 95% CI: -30.5 mg/dL to -0.1 mg/dL, P = .033). CONCLUSIONS Improvements in specific cardiometabolic health markers were found following a 36-week CSPAP in children from low-income schools.