Department of Kinesiology and Health Promotion, University of Kentucky, Lexington, USA.
J Sch Health. 2011 Aug;81(8):455-61. doi: 10.1111/j.1746-1561.2011.00614.x.
Effective physical activity (PA) interventions are warranted for youth, and schools have been identified as logical locations for such involvement. Experts and professionals in the field promote comprehensive school PA programs, including classroom PA. The purpose of this study was to determine the effect of a low-cost, teacher-directed classroom-based intervention on the school PA of elementary children.
Nine classroom teachers were provided inexpensive curricula and trained to implement and instruct PA breaks (2 × 30 minute training sessions). The teachers were encouraged to lead 1 activity break per day after the training. One hundred and six elementary students wore pedometers up to 12 days over 3 monitoring periods during the school year (baseline, follow-up, post follow-up) to assess the effectiveness and the sustainability of the intervention. The teachers self-reported the frequency of activity breaks instructed.
The teachers (n = 5) who complied with the recommended 1 activity break per day had students who accrued ∼33% more mean school steps/day at follow-up (∼1100) and post follow-up (∼1350) compared to controls. Teachers (n = 4) in the intervention who did not comply with the 1 activity break per day recommendation had students accrue similar mean school steps/day as controls.
Inexpensive, teacher-directed classroom-based PA interventions can be effective in improving children's PA levels if teachers implement 1 activity break per school day. We recommend promoting the notion of 1 activity break per day in the classroom as part of a comprehensive school PA program that includes quality physical education, recess, and before/after school programs.
有效的体育活动（PA）干预措施对于青少年是必要的，学校已被确定为这种参与的合理场所。该领域的专家和专业人员提倡全面的学校 PA 计划，包括课堂 PA。本研究的目的是确定一种低成本、教师指导的课堂干预对小学生学校 PA 的影响。
为 9 名课堂教师提供了廉价的课程，并接受了实施和指导 PA 休息（2×30 分钟培训课程）的培训。培训后，鼓励教师每天领导 1 次活动休息。在学年期间，106 名小学生佩戴计步器长达 12 天，共进行了 3 次监测（基线、随访、随访后），以评估干预措施的有效性和可持续性。教师自我报告所指导的活动休息次数。
遵守每天 1 次活动休息建议的教师（n=5）的学生，在随访（约 1100 步）和随访后（约 1350 步）的平均学校步数比对照组多约 33%。不遵守每天 1 次活动休息建议的干预教师（n=4）的学生，与对照组相比，平均学校步数相似。
如果教师每天在学校实施 1 次活动休息，那么廉价、教师指导的课堂 PA 干预措施可以有效提高儿童的 PA 水平。我们建议在课堂上推广每天 1 次活动休息的概念，作为全面学校 PA 计划的一部分，包括优质体育教育、课间休息和课前/课后活动。
