An Observational Evaluation of Move-To-Improve, a Classroom-Based Physical Activity Program, New York City Schools, 2010

Details

• Journal Article:
  Preventing Chronic Disease (PCD)
• Description:
  Introduction
  
  Few children in the United States achieve the recommended 60 minutes of physical activity per day. Identifying successful interventions that increase physical activity for children is critical. This observational study evaluated the effects of Move-To-Improve (MTI), a classroom-based physical education program designed for kindergarten to third-grade teachers in New York City public schools. MTI organizes 3-hour trainings for teachers that demonstrate strategies for integrating activity into daily classroom schedules.
  
  Methods
  
  Randomly sampled elementary schools (N = 39) with classrooms trained in MTI in spring 2010 participated in the evaluation. In each school, we observed 2 classrooms trained in MTI and 2 untrained classrooms in the same school matched by grade level for 1 full school day. We analyzed data from 72 trained and 72 untrained classrooms.
  
  Results
  
  Ninety-nine percent of MTI-trained classroom teachers led their students in physical activity. MTI-trained classrooms spent an average of 9.5 minutes in physical activity per day, compared with 2.4 minutes in untrained classrooms (P < .001), an almost fourfold increase in activity. Levels of activity were higher in trained versus untrained classrooms regardless of grade level or class size.
  
  Conclusion
  
  Teachers trained in MTI led their classrooms in significantly more physical activity compared with teachers who were not trained. The MTI program is an effective strategy for increasing physical activity during the school day. A curriculum that empowers classroom teachers to incorporate activity into their regular day is a practical approach to promoting healthier living for children.
  
  
• Subjects:
  Child Curriculum Female Health Promotion Humans Male Obesity Original Research Parent-Child Relations Physical Education And Training Program Evaluation Qualitative Research Quality Assurance, Health Care School Health Services Self Report

  More +
• Source:
  Prev Chronic Dis. 9.
• DOI:
  http://dx.doi.org/10.5888/pcd9.120072
• ISSN:
  1545-1151
• Pubmed ID:
  22974754
• Pubmed Central ID:
  PMC3475530
• Document Type:
  Journal Article
• Funding:
  1U58DP002418-01/DP/NCCDPHP CDC HHS/United States
• Place as Subject:
  New York City, NY
• Location:
  North America
• Volume:
  9
• Collection(s):
  Preventing Chronic Disease
• Main Document Checksum:
  urn:sha-512:1d4aca00f948f905cf038a5c9de08d9f106a727505e3a9c3dc9a3f5765814c16b8ffec85945be3a9dd3f6536476f58b63661d91e51afc7a10216a63fd6cd1405
• Download URL:
  https://stacks.cdc.gov/view/cdc/19750/cdc_19750_DS1.pdf
• File Type:
  [PDF - 220.62 KB ]