Growth and Nutrition Division, Department of Pediatrics, University of Maryland School of Medicine, 737 Lombard St, Baltimore, MD, 21201, USA.
University of Maryland, Baltimore, Baltimore, MD, 21201, USA.
Int J Behav Nutr Phys Act. 2021 May 19;18(1):66. doi: 10.1186/s12966-021-01129-4.
Few studies have evaluated teacher- and school-level characteristics associated with implementation of recommended physical activity (PA) promoting practices. The purpose of this study is to examine associations between teachers' PA practices and: [1] teacher-level factors, including their own PA, and [2] school-level factors.
This cross-sectional study examined time spent daily in light PA (LPA) and moderate-vigorous PA (MVPA) in association with 7 teacher PA practices among 288 classroom/special area teachers and teaching assistants in 20 urban, suburban and rural schools (recruited through a school wellness trial) in 4 districts. LPA and MVPA was assessed using 24-h ankle accelerometry (up to seven consecutive days). A sum score for teacher PA practices was assessed via survey (7 items; sum score range: 7-35; Cronbach's alpha = 0.73; higher scores indicate more PA promoting practices). Teacher-level factors included gender, race, self-reported height/weight, years teaching, and education. School-level factors included school type, free-and-reduced-price meal eligibility, student racial/ethnic composition, and urbanicity. Analyses included multilevel regression models, accounting for clustering within schools and adjusting for demographic covariates and school district.
Teachers were 91% female, 63% elementary, 60% white, mean age 43.2 years (SD = 11.3), and 41% obese). Teachers wore accelerometers an average of 5.8 days, spent 399.6 min in LPA (SD = 85.0) per day, 24.1 min in MVPA (SD = 14.4) per day, and the mean teacher PA practices sum score was 22.4 (SD = 5.0). Every 15-min increase in MVPA was related to an increase in teacher PA practices sum score (coeff =1.07; SE = 0.28; p < 0.001). Female gender (versus males; coeff = - 1.95; SE = 0.92, p = 0.034), an obese weight status (versus non-obese; coeff = - 1.38; SE = 0.54, p = 0.010), and teaching in a middle school (versus elementary; coeff = - 3.86; SE = 0.54, p < 0.001) were associated with lower teacher PA practices scores. LPA was not associated with teacher PA promoting practices.
Teachers with higher MVPA, but not higher LPA, and those without obesity were more likely to implement PA promoting practices that could positively impact their students' PA. Similar to prior studies, these practices were more commonly implemented in elementary schools and by male teachers. Future studies in schools should explore whether improvement of teacher health behaviors subsequently impacts student health behaviors.
Clinical Trials, NCT03432715 ; Registered on 02/2/2018.
很少有研究评估与推荐的身体活动（PA）促进实践实施相关的教师和学校层面的特征。本研究的目的是检查教师 PA 实践与以下方面之间的关联：[1] 教师层面的因素，包括他们自己的 PA，以及 [2] 学校层面的因素。
这项横断面研究通过 24 小时踝部加速度计（最多连续七天）评估了 288 名课堂/特殊区域教师和助教在 20 所城市、郊区和农村学校（通过学校健康试验招募）中每天进行轻度 PA（LPA）和中等至剧烈 PA（MVPA）的时间与 7 项教师 PA 实践之间的关联。通过调查评估教师 PA 实践的总分（7 项；总分范围：7-35；Cronbach's alpha = 0.73；分数越高表示促进 PA 的实践越多）。教师层面的因素包括性别、种族、自我报告的身高/体重、教学年限和教育程度。学校层面的因素包括学校类型、享受免费和减价餐的资格、学生种族/族裔构成和城市性。分析包括多水平回归模型，考虑到学校内的聚类，并调整了人口统计学协变量和学区。
教师中 91%为女性，63%为小学教师，60%为白人，平均年龄为 43.2 岁（标准差=11.3），41%为肥胖。教师佩戴加速度计的平均天数为 5.8 天，每天进行 399.6 分钟的 LPA（标准差=85.0），每天进行 24.1 分钟的 MVPA（标准差=14.4），教师 PA 实践总分平均为 22.4（标准差=5.0）。MVPA 每增加 15 分钟，教师 PA 实践总分就会增加 1.07（系数=1.07；SE=0.28；p<0.001）。女性（相对于男性；系数=-1.95；SE=0.92，p=0.034）、肥胖（相对于非肥胖；系数=-1.38；SE=0.54，p=0.010）和在中学（相对于小学；系数=-3.86；SE=0.54，p<0.001）教学的教师与较低的教师 PA 实践评分相关。LPA 与教师促进 PA 的实践无关。
MVPA 较高但 LPA 较高且不肥胖的教师更有可能实施可能对学生 PA 产生积极影响的 PA 促进实践。与之前的研究类似，这些实践在小学和男教师中更为常见。未来在学校开展的研究应探讨教师健康行为的改善是否会随后影响学生的健康行为。
临床试验，NCT03432715；注册于 2018 年 2 月 2 日。
