Community-identified strategies to increase physical activity during elementary school recess on an American Indian reservation: A pilot study

Vernon Grant, Blakely Brown, Gyda Swaney, Dusten Hollist, Kari Jo Harris, Curtis W. Noonan, Steve Gaskill

Research output: Contribution to journalArticlepeer-review

Abstract

The aim of this study was to determine the effect of an 8-week recess intervention on physical activity levels in children attending elementary school on an American Indian reservation during fall 2013.Physical activity was measured with direct observation in three zones on the playground. Lines were painted on existing pavement in zone 1. Zone 2 had permanent playground equipment and was unchanged. Zone 3 contained fields where bi-weekly facilitators led activities and provided equipment. Pre- to post-changes during recess in sedentary, moderate physical activity, moderate-to-vigorous, and vigorous physical activities were compared within zones. Females physical activity increased in Zone 1 (moderate: 100% increase; moderate-to-vigorous: 83%; vigorous: 74%, p< 0.01 for all) and Zone 3 (moderate: 54% increase, p< 0.01; moderate-to-vigorous: 48%, p< 0.01; vigorous: 40%, p< 0.05). Male sedentary activity decreased in Zone 2 (161%, p< 0.01). Physical activity changes in Zone 3 were not dependent upon the presence of a facilitator. Simple and low-cost strategies were effective at increasing recess physical activity in females. The findings also suggest that providing children games that are led by a facilitator is not necessary to increase physical activity as long as proper equipment is provided.

Original languageEnglish
Pages (from-to)658-663
Number of pages6
JournalPreventive Medicine Reports
Volume2
DOIs
StatePublished - Aug 15 2015

Keywords

  • American Indian children
  • American Indian community
  • Facilitator-led recess activities
  • Physical activity
  • Recess intervention
  • School-based research

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