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Background: Effective physical activity (PA) interventions are warranted for youth, and schools have been identified as logical locations for such involvement. Experts and professionals in the field promote comprehensive school PA programs, including classroom PA. The purpose of this study was to determine the effect of a low-cost, teacher-directed classroom-based intervention on the school PA of elementary children. Methods: Nine classroom teachers were provided inexpensive curricula and trained to implement and instruct PA breaks (2 x 30 minute training sessions). The teachers were encouraged to lead 1 activity break per day after the training. One hundred and six elementary students wore pedometers up to 12 days over 3 monitoring periods during the school year (baseline, follow-up, post follow-up) to assess the effectiveness and the sustainability of the intervention. The teachers self-reported the frequency of activity breaks instructed. Results: The teachers (n = 5) who complied with the recommended 1 activity break per day had students who accrued approximately 33% more mean school steps/day at follow-up (approximately 1100) and post follow-up (approximately 1350) compared to controls. Teachers (n = 4) in the intervention who did not comply with the 1 activity break per day recommendation had students accrue similar mean school steps/day as controls. Conclusion: Inexpensive, teacher-directed classroom-based PA interventions can be effective in improving children's PA levels if teachers implement 1 activity break per school day. We recommend promoting the notion of 1 activity break per day in the classroom as part of a comprehensive school PA program that includes quality physical education, recess, and before/after school programs. (Contains 3 figures and 2 tables.)

Limited data are available on the contributory and compensatory relationships between physical education and physical activity in children. Four hundred eighty-five (280 girls) children in first through sixth grades wore sealed pedometers during waking hours, including normally scheduled physical education lessons. The least, moderately, and most active children accumulated approximately 1,700, 1,100, and 2,500 more steps/day, respectively, on school days with physical education. No compensatory increases in physical activity were found on school days that did not offer physical education. The implications of the contributory relationship are highlighted by the evidence that 50% of the least active children were at risk for overweight or overweight and that no compensatory increases in physical activity were found on school days when physical education classes were not scheduled. (Contains 4 figures.)

Pedometers are quickly becoming a common and valuable tool for physical educators. These small devices offer a valid, reliable, and feasible method to assess children's step counts. Pedometers also provide teachers and students with immediate, concrete feedback about their physical activity levels. There are three primary uses of pedometers for physical educators: (a) to teach about physical activity, (b) to enhance instruction, and (c) to provide accountability. This article takes a closer look at these areas and provides teachers with many practical ideas for using pedometers in physical education.

Siedentop and Locke (1997) proposed three critical elements that must exist in our profession to make a difference and achieve systemic success in physical education (SSPE): (a) quality PE in the schools, (b) effective physical education teacher education (PETE) programs, and (c) a working relationship between the two. Using Cuban's (1992) curriculum change and stability framework, this qualitative study examines the existence of a program that has achieved all three elements in the southwestern US. For over three decades some seventy-two teachers in dozens of schools have yearly served over 40,000 children. This study revealed a fully functioning model consisting of four key, interdependent components driven by a system of accountability measures. The results of the SSPE model-quality PE for children-is achieved by (a) district-wide mandated curriculum, methodologies and language, (b) well-defined district PE coordinator roles, (c) a partnership university, and (d) frequent, ongoing professional development. Results of this study strengthen Siedentop and Locke's (1997) recommendation for collaborative efforts between universities and partner school districts and provide a model to guide and manage the curriculum change process in K-6 PE. [ABSTRACT FROM AUTHOR]

Discusses the benefits of the personalized self-testing approach in personal fitness evaluation. Effectiveness of self-assessment in helping students perform activities at their own pace; Efficacy of self-assessment in teaching a child to know and understand the importance of muscular strength, muscular endurance and body composition.

The article sheds light on the promotion of physical education. Motivating students to lead active lifestyles is advocated because of the numerous health benefits derived from physical activity. Physical educators use many strategies to motivate children to be active; however, the importance of social support is often overlooked. Involving family members, teachers, peers, and administrators in physical activity programs may help children adopt active lifestyles. There are numerous benefits of hosting a physical education night for families, teachers, and administrators. One benefit is exposing adult participants to the components of a quality physical education program.

The article presents a study that described the sex-specific patterns of school children's daily pedometer-determined physical (PA) during physical education (PE), recess, lunchtime and before and after school in Mesa, Arizona. The study comprises 81 grade six students who wore pedometers for four days. Results showed that boys took more steps per day than girls, during recess, release time and lunchtime, however, during PE classes they both obtained the same number of steps. Regardless, almost half of daily steps taken are attributable to after-school activities. The data provide greater understanding of sex-specific PA patterns and the relative contribution of distinct segments of the school day to school children's total PA.