Stylianou Michalis, van der Mars Hans, Kulinna Pamela Hodges, Adams Marc A, Mahar Matthew, Amazeen Eric
a The University of Queensland.
b Arizona State University.
Res Q Exerc Sport. 2016 Dec;87(4):342-353. doi: 10.1080/02701367.2016.1214665. Epub 2016 Aug 22.
Before-school programs, one of the least studied student-related comprehensive school physical activity program (CSPAP) components, may be a promising strategy to help youth meet the physical activity (PA) guidelines. This study's purpose was to examine: (a) how much PA children accrued during a before-school running/walking club and during the school day, (b) whether children compensated for the PA accumulated in the before-school program by decreasing their school-day PA, and (c) potential sex and body mass index (BMI) differences.
An alternating treatments design with a baseline phase was first conducted at a private school (School A) and was subsequently replicated at a public school (School B). Participants (N = 88) were 3rd- and 4th-grade children. The before-school program involved a running/walking club that met twice per week (School A: 20 min; School B: 15 min). PA was measured using the NL-1000 pedometer. Data analysis included multilevel modeling and visual analysis.
Children accumulated substantial amounts of PA in the before-school programs (School A: 1,731 steps, 10:02 moderate-to-vigorous PA minutes or 50% of program duration; School B: 1,502 steps, 8:30 moderate-to-vigorous PA minutes or 57% of program duration). Additionally, children did not compensate by decreasing their school-day PA on days they attended the before-school program. Sex differences were found in before-school program PA only for School B and in school-day PA for both schools. No BMI differences were found.
Before-school programs, as part of CSPAPs, can help children increase their PA without resulting in decreased school-day PA and without taking time away from academics.
课前项目是与学生相关的综合学校体育活动计划（CSPAP）中研究最少的组成部分之一，可能是帮助青少年达到体育活动（PA）指南的一种有前景的策略。本研究的目的是检验：（a）儿童在课前跑步/步行俱乐部以及在校期间积累了多少体育活动量，（b）儿童是否通过减少在校期间的体育活动量来补偿在课前项目中积累的体育活动量，以及（c）潜在的性别和体重指数（BMI）差异。
首先在一所私立学校（学校A）进行了带有基线期的交替治疗设计，随后在一所公立学校（学校B）进行了重复实验。参与者（N = 88）为三年级和四年级的儿童。课前项目包括一个每周两次的跑步/步行俱乐部（学校A：20分钟；学校B：15分钟）。使用NL - 1000计步器测量体育活动量。数据分析包括多层次建模和视觉分析。
儿童在课前项目中积累了大量的体育活动量（学校A：1731步，10:02分钟的中等至剧烈体育活动时间或项目时长的50%；学校B：1502步，8:30分钟的中等至剧烈体育活动时间或项目时长的57%）。此外，儿童在参加课前项目的日子里并没有通过减少在校期间的体育活动量来进行补偿。仅在学校B的课前项目体育活动量以及两所学校的在校期间体育活动量中发现了性别差异。未发现BMI差异。
作为CSPAPs的一部分，课前项目可以帮助儿童增加体育活动量，而不会导致在校期间体育活动量减少，也不会占用学习时间。
