Effect of a Comprehensive School Physical Activity Program on School Day Step Counts in Children.
BACKGROUND
Comprehensive School Physical Activity Programming (CSPAP) has the potential to increase physical activity (PA) in children over time. The purpose of this study was to examine the effect of CSPAP on school day step counts in children.


METHODS
Participants were 327 fourth and fifth grade children recruited from 4 elementary schools. The study was conducted within an Interrupted Time-Series Design framework. School day step counts were collected for 5 days across preintervention and postintervention time-points (10 days total) using NL-1000 piezoelectric pedometers. Robust piecewise regression examined pre- and postintervention intercepts and slopes, and the change in these parameters using postestimation statistics.


RESULTS
The slope coefficient was statistically significant across preintervention (β = -105.23, P < .001) but not postintervention time-points (β = -63.23, P = .347), suggesting decreases in steps counts across preintervention and stability of step counts across postintervention school days. Postestimation statistics yielded increases in school day step counts from the end of preintervention (day 5) to the start of postintervention (day 6; t(319) = -4.72, P < .001, Cohen's d = 4.72).


CONCLUSIONS
The CSPAP intervention increased average school day step counts and attenuated decreases in step counts throughout the school week in children.
Dept of Exercise and Sport Science, University of Utah, Salt Lake City, UT.
Ryan D
RD
Burns
Timothy A
TA
Brusseau
James C
JC
Hannon
D056044:Actigraphy / Q000295:instrumentation / Q000379:methods*; D002648:Child; D005260:Female; D006293:Health Promotion / Q000379:methods*; D006801:Humans; D008297:Male; D009043:Motor Activity / Q000502:physiology*; D012574:Schools; D011795:Surveys and Questionnaires