J Phys Act Health. 2018 Mar 1;15(3):161-168. doi: 10.1123/jpah.2017-0323. Epub 2017 Nov 25.
Evidence of the positive effects of school physical activity (PA) interventions, including classroom-based PA (CBPA), is rapidly growing. However, few studies examine how variations in scheduled PA opportunities and teacher-implemented CBPA affect students' PA outcomes.
Teachers at 5 elementary schools attended training on how to implement CBPA. Data on school-day PA opportunities [physical education (PE), recess, and CBPA] were obtained via calendar and teacher-recorded CBPA logs. Daily step counts were measured via accelerometry in 1346 students across 65 classrooms in first through fifth grades.
PE, recess, and CBPA contributed significantly to students' daily steps. Males accrued more steps than females over the school day, during PE, and during recess. No gender disparity was seen in the amount of additional steps accrued during CBPA. Overall step counts were lower among fifth-grade students versus first-grade students, but CBPA attenuated this difference such that grade-level differences were not significant in fifth-grade students who received CBPA.
Gender disparities in step totals were present on PE and recess days, but not on CBPA days. CBPA appears to provide equal PA benefits for both genders and to potentially minimize the decline in PA among older students.
学校体育活动（PA）干预措施的积极效果的证据，包括课堂 PA（CBPA），正在迅速增加。然而，很少有研究探讨PA 机会和教师实施的 CBPA 的变化如何影响学生的 PA 结果。
5 所小学的教师参加了关于如何实施 CBPA 的培训。通过日历和教师记录的 CBPA 日志获取了学校日 PA 机会（体育课[PE]、课间休息和 CBPA）的数据。通过加速度计测量了 1346 名 1 至 5 年级学生在 65 个教室中的日常步数。
PE、课间休息和 CBPA 对学生的日常步数有显著贡献。男生在整个学校日、体育课和课间休息期间的步数比女生多。在 CBPA 期间，没有看到男女生在额外步数上的差异。与一年级学生相比，五年级学生的总步数较低，但 CBPA 减轻了这种差异，因此在接受 CBPA 的五年级学生中，年级差异不显著。
在体育课和课间休息日，男生和女生的总步数存在差异，但在 CBPA 日没有差异。CBPA 似乎为男女双方提供了平等的 PA 益处，并可能最大限度地减少了高年级学生 PA 下降的情况。
