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On March 24, 2020, the Government of India ordered a nationwide lockdown for 21 days, limiting the movement of the entire 1.3 billion population of India as a preventive measure against the COVID-19 pandemic. Similar to other educators around the world, teachers in India instantly began plans to initiate virtual learning at a scale never seen before. The purpose of this study was to examine the lessons learned from Indian physical education (PE) teachers and provide strategies for leveraging what has been learned during the COVID-19 pandemic to improve the field of PE in India and beyond. The number of responses recorded in this study was 282 across the country with a response rate of 80.57% of whom 52 (18.50%) were female and 230 (81.5%) were male. The high percentage of males in this study mirrors the Indian population of PE teachers, of which the majority are male. Respondents completed the online survey of six Likert scale closed-ended statements and four open-ended questions that were the focus of this research. Mixed responses were received on the confidence level of use of technology now as opposed to prepandemic. Half of the respondents (51.24%) reported being comfortable using technology, and 44.83% reported slight confidence using the technology. The deductive and inductive qualitative analysis led to five themes: (a) effective instruction, (b) technology in teaching, (c) PE, (d) student experiences, and (e) general success. This study's results can be considered as an opportunity to revamp the curriculum of PE and include proper information and communication technology-related material in the PE teacher training courses. Lesson planning through a virtual mode that readies preservice trainee teachers to tackle similar types of challenges in near future can be offered during training., On March 12, 2020, the World Health Organization proclaimed a global pandemic as a result of the COVID-19 outbreak. The health, economic, and educational repercussions felt for all of 2020 [...]

The current case study was designed to seek out incoming high school students' perceptions of physical education (PE) and how students felt former PE teachers influenced their perceptions. The study was conducted at a high school in the United States and included semi-structured focus group interviews of 25 students. The results indicated that students have a mix of positive and negative perceptions of PE and reported that the purpose of PE was to participate in physical activity (PA) and learn how to live a healthy lifestyle through fun and meaningful experiences (theme 1). A fun and meaningful PE experience included learning how to live a healthy lifestyle, experiencing success in a variety of physical activities, and engaging socially with other peers (theme 2). The majority of students stated that their teachers controlled the factors that influenced their level of enjoyment in PE (theme 3). Students recognized that these activities and their teachers' actions influenced their interpretations of their PA experiences in PE. Students reported that these perceptions could influence their future participation in PA. Based on the results of the study, PE has the potential to provide students with positive experiences with PA that encourage individual competence over social comparison. This, combined with meaningful content that is based on PE standards and students' personal interests, can help to develop positive student perceptions of PE and increase students' participation in PA.

The first Comprehensive School Physical Activity Programs (CSPAPs) position statement from the National Association for Sport and Physical Education (NASPE) was released in 2008. It was the first document of its kind to recommend increased school-based opportunities for physical activity. The Statement recommended that schools focus on quality physical education, school-based physical activities (before, during, and after school), staff wellness, and family/community involvement and included action steps to assist schools in beginning CSPAP implementation. A revised CSPAP position statement, released in 2013 by the Society of Health and Physical Educators (SHAPE) America, provides more details on the need for CSPAP to develop physically educated, active students. The revised Statement included an extended explanation of each component with examples and suggested strategies for CSPAP implementation. The current paper provides an overview of the background factors that preceded the development of the CPASS framework, the rationale and initial development of the CSPAP concept and its components, and its evolution since its inception. This evolution views the flexibility of the CSPAP model as one answer to address current public health concerns and needs of students. The adoption of CSPAP components by many national physical activity/education-focused organizations as well as its inclusion in public health recommendations, supports the need for its framework as a way to contribute to the national recommendation of 60 minutes of daily moderate-to-vigorous physical activity for children and adolescents.

Authentic learning in physical education (PE) is one of many tools to promote lifelong movement through meaningful experiences. Self-Determination Theory is tied to authentic learning through student connection in PE and authentic learning. Teachers can become facilitators of authentic learning experiences through embracing a shift in power dynamics in the classroom by inviting students to make decisions about what and how they learn in PE. To assist teachers in implementing an authentic learning experience, this article will focus on four components of an authentic learning experience: the authentic problem to solve (purpose), the outcomes/assessment of the project (essentials), the students'/teachers' role in solving the problem (agency), and the presentation of the findings (knowledge). The purpose of this article is to share relevant details on authentic learning and collaboration in PE with the intent of providing strategies for teachers to facilitate meaningful learning with their students.

The purpose of this article is to describe the multiple roles of a physical education teachers in a school setting for the promotion of physical activity via the use of the CSPAP framework. The roles are organized and presented using the acronym S.M.A.R.T. (Supervise, Motivate, Advocate, Research, and Teach). Strategies for physical educators to use in these roles in school-based physical activity promotion efforts will be provided.

Purpose: This study examined changes in physical education teachers' psychosocial perspectives after participating in a yearlong professional development about Comprehensive School Physical Activity Programming. Method: Twenty-three intervention teachers attended a workshop in Year 1 and received one academic year of technical assistance and mentorship, and 30 control teachers only attended a workshop in Year 2. Both groups completed pre- and post-self-reported measures on teacher efficacy, work engagement, and affective commitment. Results: At posttest, intervention teachers reported significantly higher levels of affective commitment, and a significant positive relationship was revealed between affective commitment and the degree to which before-school physical activity was implemented. More experienced teachers (>20 years) reported significantly higher levels of the work engagement subscale of vigor at posttest. Discussion/Conclusion: Participating in a Comprehensive School Physical Activity Program professional development may positively influence teachers' job commitment levels and invigorate more experienced teachers, which may relate to Comprehensive School Physical Activity Program implementation.

Child inactivity, overweightness, and obesity are recognized problems in the United States. Despite characterization as an "epidemic," children continue to fall short in meeting physical activity recommendations necessary to maintain proper health. Relevant literature indicates that after-school programs (ASPs) are viable options for promoting physical activity (PA) in youth. Little research has investigated the PA of children identified as overweight or obese within ASPs. The purpose of this study was to describe PA engagement during an ASP focused on promoting healthy lifestyles in overweight and obese children with regard to PA, nutrition, and emotional well-being. Results indicated differences in step counts, minutes of activity, and minutes engaged in moderate to vigorous physical activity between participant groups and between different lessons within the ASP curriculum. Findings indicate that curriculum, lesson objectives, and the nature of games and activities influence the amount of PA achieved by children in ASPs.

The aim of this article is to provide solutions to the problems experienced by teachers during this period and most importantly, to provide strategies that will be beneficial in shaping the post-COVID-19 education system. Specifically, instruction, curriculum, and technology are addressed. We believe that nothing may be the same, but lessons learned from the difficulties in delivering quality physical education during these tumultuous times may allow for physical education to be even better than before.

The potent combination of a global pandemic, crises involving human and civil rights, economic shortfalls, and public policy challenges has import for the field of physical education. The time has arrived for physical education professionals to engage in planning for a more desirable future. One aim of this paper is to provide a theoretical analysis of systems thinking and planning dynamics, which focus on whole-part relationships because changes in one component in the physical education system influence and are influenced by others. These systems dynamics recommend a dual strategy: (a) collective action focused on malleable systems components (e.g., teacher education, school programs); and (b) a long-term plan launched with short-term, achievable goals that enable "small wins" in one part of the system on the way to big systems change gains. A second aim to this analysis is to consider how professional learning communities (PLCs) provide a collective action strategy for improvements in school programs, some of which qualify as "small wins" with the potential for big, systems changes. This potential for PLCs is explored in the ensuing theoretical paper (Part II), which concludes with practical suggestions, while inviting companion research and development initiatives with the potential for systems improvements. [For Part 2, see EJ1310700.]

Systems change literacy includes the willingness and ability to engage in collective action within and among system components, guided by long-term plans and measured by short-term, achievable "small wins." While potentially perceived as too "high level" or abstract, it can be helpful to consider that collective action occurs within three units of analysis: (a) people; (b) organizations; and, (c) cross-sector partnerships. Collective action formations are place-based and context-dependent. Professional learning communities (PLCs) can be structured accordingly and potentially utilized for planning and action-oriented advocacy at the district and school levels. This paper represents a theoretical analysis of an action-oriented, structured framework for guiding local advocacy within school-based PLCs. The herein proposed Advocacy Model delineates collective action toward policy change or social promotion as dual functions of effective advocacy. Additionally, six action items for local advocacy are considered within a structured, school-based PLC. [For Part 1, see EJ1310702.]

Beni, Fletcher, and Chróinín examined meaningfulness in PE and suggested five common threads: social interaction, fun, challenge, motor competence, and personally relevant information. Similarly, these threads have been described using the acronym P.R.A.I.S.E. PRAISE stands for Perceived competence, Relatedness, Autonomy, Individuality, Social support, and Enjoyment. This article will describe how to use the PRAISE acronym as a tool to help make physical education experiences meaningful and motivating for high school students.

Dance as physical activity (PA) is underinvestigated, with little information about artistic technical dance in public schools. This study aimed to use the System for Observing Dance Activities in the Classroom Environment (SODANCE) instrument to report PA levels, time spent in moderate to vigorous PA (MVPA), time spent in different lesson contexts, and frequency of teacher promotion of activity. Four different secondary (Grades 6-12) dance technique classes at a public performing arts school were each observed four times using the SODANCE instrument. Students engaged in MVPA 39.82 percent of the time. Percentages spent in SODANCE lesson contents were: management, 9.53 percent; knowledge, 22.29 percent; fitness, 6.94 percent; technique, 44.04 percent; choreography, 17.19 percent; and other, 0.0 percent. Percentages of teacher interaction were: promotes in-class activity, 27.67 percent; promotes out-of-class activity, 0.27 percent; and no promotion, 72.06 percent. This suggests dance technique classes offer equitable MVPA to physical education classes, but are still short of national recommendations. Dance technique classes spend the majority of time engaged in technique and choreography activities.

While physical education class is intended to be fun, getting students to motivate themselves to participate in activities is challenging. This study aims to provide meaningful strategies to promote physical activity in the classroom while meeting all students' needs. The target population is middle physical education teachers. The following components will be discussed: autonomy, competence, and relatedness. The strategies we offer will supply teachers with various methods to keep students, engaged, motivated, and responsible for their own learning. The result of these strategies will increase creativity, boost and maintain healthy habits and help students find content meaningful and appealing which should retain their involvement in the physical education classroom. This teaching tip is important because it presents new and experienced secondary teachers with information on different ways to implement activities in. After reading this article, teachers should be able to understand that all their students learn differently and at different times/levels. With the appropriate procedures and approaches, students will strive to succeed in the physical education classroom.

Children in the United States are not engaging in sufficient amounts of routine physical activity, and this lack is an emerging public health concern (Strong, Malina, Blimkie, Daniels, Dishman, Gutin, et al., 2005). Efforts to increase the physical activity levels of children and adolescents has become a national priority, attracting attention from professionals in medicine, public health, education, recreation, economics, and health promotion (Pate, et al., 2006). In an effort to promote physical activity among all Americans, the U.S. Department of Health and Human Services (USDHHS, 2008) created evidence-based (Strong, et al., 2005) physical activity guidelines. This paper will provide program leaders and staff with a brief overview of what is known about physical activity in afterschool programs. Then, by integrating experience in afterschool programming with expertise in health promotion, physical education, physical activity promotion, public health, and the social psychology of sport and physical activity, the authors present strategies and recommendations for promoting physical activity in afterschool settings.

Nearly half of youths between the ages of 12 and 21 are not vigorously active on a regular basis. In order to meet national health objectives for youths, schools need to promote opportunities for physical activity. Physical educators are qualified to develop a comprehensive physical activity program that engages both students and staff and that can be implemented across the curriculum. As physical activity director, a physical education teacher will play an important role in keeping students physically active through such means as instant activity, modified games, active recess, intramurals, and drop-in activity periods.

We used achievement goal theory to examine students' physical activity (PA) motivation and physical education (PE) enjoyment. Purposes included: 1) determine whether schools with different pedagogical approaches varied in student perceptions of mastery and performance climate dimensions, enjoyment, and PA; 2) examine gender and grade differences in enjoyment and PA; and 3) determine if dimensions of motivational climate predicted enjoyment and PA levels in PE, controlling for gender and grade. Youth (n = 290, 150 girls) from three southeast United States middle schools wore a pedometer and completed a motivational climate and enjoyment questionnaire. Boys were more active and enjoyed PE more than girls, and 7th/8th grade students were more active than 6th grade students. Enjoyment was positively predicted by teacher's emphasis on two mastery climate dimensions, controlling for gender. PE activity time was predicted by two performance climate dimensions, controlling for gender and grade. Implications for practice are discussed.

Background: The YMCA of USA has adopted Healthy Eating and Physical Activity (HEPA) Standards for its afterschool programs (ASPs). Little is known about strategies YMCA ASPs are implementing to achieve Standards and these strategies' effectiveness. Aims: (1) Identify strategies implemented in YMCA ASPs and (2) evaluate the relationship between strategy implementation and meeting Standards. Method: HEPA was measured via accelerometer (moderate-to-vigorous-physical-activity [MVPA]) and direct observation (snacks served) in 20 ASPs. Strategies were identified and mapped onto a capacity building framework (Strategies To Enhance Practice [STEPs]). Mixed-effects regression estimated increases in HEPA outcomes as implementation increased. Model-implied estimates were calculated for high (i.e., highest implementation score achieved), moderate (median implementation score across programs), and low (lowest implementation score achieved) implementation for both HEPA separately. Results: Programs implemented a variety of strategies identified in STEPs. For every 1-point increase in implementation score 1.45% (95% confidence interval = 0.33% to 2.55%, p = 0.001) more girls accumulated 30 min/day of MVPA and fruits and/or vegetables were served on 0.11 more days (95% confidence interval = 0.11-0.45, p = 0.01). Relationships between implementation and other HEPA outcomes did not reach statistical significance. Still regression estimates indicated that desserts are served on 1.94 fewer days (i.e., 0.40 vs. 2.34) in the highest implementing program than the lowest implementing program and water is served 0.73 more days (i.e., 2.37 vs. 1.64). Conclusions: Adopting HEPA Standards at the national level does not lead to changes in routine practice in all programs. Practical strategies that programs could adopt to more fully comply with the HEPA Standards are identified.

Numerous strategies to increase physical activity levels among American youth have been recommended and implemented in schools, and physical education teachers have been identified as the logical personnel in schools to spearhead these attempts. Comprehensive school physical activity programs (CSPAPs) are being promoted, implemented and endorsed in K-12 schools to maximize the amount of physical activity students, staff and members of the community engage in. To this end, several training workshops and programs have been created to train inservice physical education teachers to take on the role of CSPAP champions. Despite this trend, it is unclear whether preservice physical educators are being well prepared to take on this somewhat new role. The purpose of this article is to provide an overview of the physical education teacher education (PETE) program at the University of Kentucky and to describe how the CSPAP concept is taught and teacher candidates are prepared to take on the role of physical activity champion in a school. A number of learning experiences in which preservice teachers engage are described, and their place within the curriculum is discussed. These learning experiences relate specifically to maximizing physical activity during physical education, implementing strategies for increasing activity during recess and in the classroom setting, creating wellness programs for staff, and developing events to involve parents and community members. Samples of student work are also presented. Finally, future efforts planned to enhance the concepts of CSPAP in the PETE program are shared.

The System for Observing Fitness Instruction Time (SOFIT) is commonly used to measure variables related to physical activity during physical education (PE). However, SOFIT does not yield detailed information about teacher practices related to children's moderate-to-vigorous physical activity (MVPA). This study describes the modification of SOFIT (referred to as SOFIT+) to measure teacher practices related to students' MVPA during PE lessons. Teacher practices that (a) promote and (b) limit children's MVPA were identified and operationally defined via a literature review and Delphi Method. Reliability and validity data for SOFIT+ were obtained from 20 video recorded elementary PE lessons. Validity of teacher behaviors included in SOFIT+ was established using students' accelerometer-derived MVPA. Twenty-seven teacher practices were identified. Inter-rater agreement ranged from 75.8% to 99.1% across 724 reliability scans. Six and seven practices were independently related to girls' and boys' MVPA, respectively. For example, during elimination activities, boys and girls were less likely to engage in MVPA. Boys were up to 1.51 times more likely to engage in MVPA while girls were up to 2.86 times more likely to engage in MVPA when a greater number of teacher practices were observed concurrently. Findings provide preliminary reliability and validity for SOFIT+, an instrument to comprehensively measure teacher practices related to children's MVPA during PE.

This study sought to develop a system for observing dance activities in the classroom environment (SODANCE) based on the system for observing fitness instructional time (SOFIT). SODANCE utilizes direct observation to quantify the physical activity intensity of dance activities. Female students aged 11-17 years participated in an activity protocol of SOFIT and common dance activities to identify appropriate coding categories. Each student wore a heart rate monitor and accelerometer while performing the following activities: lying, sitting, standing, walking, running, single-leg balances, leg swings, pirouettes, and leaps. Ultimately, heart rate reserve output was determined to be the best assessment, followed by accelerometry-based vector magnitude output, and expert opinion. Chi squared tests were used to determine if there were significant differences in the proportion of subjects whose heart rate reserve data classified the activity as light vs. moderate vs. vigorous. In conclusion, the dance activities were coded as follows: single-leg balances = 4, leg swings = 4, pirouettes = 5, and leaps = 5. The developed SODANCE instrument may be used by researchers and practitioners to assess physical activity intensity during dance classes in the public schools.

The barriers that keep individuals from adopting and maintaining active lifestyles are very complex. Strategies for overcoming these barriers and to incentivize and assist inactive individuals to benefit from physical activity are necessary. In addition, it is important to examine the impact of public policy on active living. As youth physical inactivity has become a public health concern, organizations are seeking to increase the physical activity levels of inactive or low-active youth. Physical education has long been thought to be an ideal setting to promote physical activity and to prepare young people to participate in regular, appropriate physical activity to support health. Comments regarding the differences between physical activity and physical education are provided. Finally, the article presents an overview of national strategies for promoting physical activity with an emphasis on youth physical activity promotion.

Obesity levels among American children are increasing at an alarming rate, due in part to a lack of regular physical activity (PA). Physical education (PE) is one way to facilitate student PA. The overarching PA goal for physical educators is 50% PA for students. Self-determination theory suggests that PA levels in PE and a variety of other contexts depend upon individuals' motivation levels. The purpose of this study was to determine whether autonomy and lesson type related to children's self-determination for, and actual, PA in elementary PE. Children from four elementary schools in the southern US engaged in four different PE lessons, representing variations in teaching conditions associated with student groupings and level of task choice. Students completed a motivation scale and wore pedometers and accelerometers. Results showed no situational motivation differences, but PA differences by lesson type existed. A number of plausible explanations are presented.

State and national organizations recently developed policies focused on increasing physical activity (PA) in afterschool programs (ASPs). These policies emphasize "activity friendly" environment characteristics that, when present, should lead to higher levels of PA and reduce the amount of time children spend sedentary during an ASP. Currently, little is known about the impact of existing PA policies on children's PA and sedentary behaviors in ASPs. A sample of 18 community-based ASPs serving 1,241 children (5-12 years) were audited for environment features outlined in existing PA policies (i.e., presence of a written policy to promote PA, collecting child feedback, staff training to promote PA and the quality of that training, holding parent workshops, use of PA curricula, evaluating PA, allocating time in the schedule for PA opportunities, and providing activities that appeal to both boys and girls). Children's PA and sedentary behavior were measured via accelerometry. Unexpectedly, the presence of a written policy, collecting child feedback, and receiving 1 to 4 hours of staff training for PA was associated with an increase in time spent sedentary and a decrease in PA. Conversely, allocating 50% or more time in an ASP schedule for PA and providing activities that appealed to boys and girls was associated with a decrease of time spent sedentary and an increase in PA. The present state of practice in ASPs suggests that policy environment characteristics are largely unrelated to the amount of PA children accumulate while attending ASPs. (Contains 4 tables.)

Background: Children's physical activity (PA) levels remain low, and schools are being asked to assume a leadership role in PA promotion. Research suggests outdoor recess contributes to children's overall PA levels. However, similar research is not available for indoor recess, which occurs frequently due to a variety of factors. The purpose of this study was to describe PA levels and intensity during indoor recess using PA dance videos. Methods: Fifty-four children (27 girls) wore accelerometers for 5 days during indoor recess. Factorial analyses of variance were conducted to examine the differences in PA between sexes and across grades. Results: Participants averaged 17.66 (SD=2.82) minutes in indoor recess. On average, 22.22% (SD = 12.72) was spent in moderate-to-vigorous physical activity (MVPA), and 45.70% (SD = 11.29) of time was spent in low-intensity physical activity (LPA) totaling 67.92% (SD = 16.54) of total recess time. Boys accumulated a higher percentage of MVPA and total PA compared to girls. Conclusions: Students engaged in PA 68% of indoor recess time, equaling almost 12 minutes of PA during recess. Results suggest PA dance videos are 1 effective method for increasing elementary children's PA during indoor recess as an alternative to sedentary activities. (Contains 1 table and 2 figures.)

Physical activity (PA) participation levels among youth remain well below national recommendations. Thus, a variety of strategies to promote youth PA have been advocated, including multifaceted, school-based approaches. One identified as having great potential is a comprehensive school physical activity program (CSPAP). The goal of a CSPAP is to develop a school culture conducive to promoting lifelong PA across five integral components, each serving as a plausible point of intervention: (a) physical education, (b) PA during school, (c) PA before and after school, (d) staff involvement, and (e) family/community involvement. The purpose of this article is to provide an up-to-date review on all CSPAP components, propose the potential of such comprehensive interventions in increasing youth PA levels, and provide future directions for CSPAP research.

This article discusses a variety of before- and after-school programs (BASPs) that can be implemented from preschool through 12th grade. These programs offer physical activity opportunities before and after school for youths of various ages, skill levels, and socioeconomic levels. In addition, strategies for the director of physical activity to maximize the effectiveness of BASPs in promoting health-enhancing physical activity are presented.

Physical activity (PA) promotion for youth has long been thought of as a public health issue. However, with increases in diseases associated with a sedentary lifestyle and the known benefits of PA, increasing the PA levels of children and adolescents has become a major public health concern. To this end, numerous organizations are calling on schools to take a leadership role in youth PA promotion. Prior to developing and evaluating interventions, it is important to understand the amount of PA children accumulate during the school day and across the school year. It is also important to understand the role of season on children's PA, including school-day PA. While some argued that seasonality has a limited role in children's PA levels, others found children are more active when the weather is more conducive to outdoor activity. However, little is known about the impact of seasonality on children's school PA. The purpose of this study was to examine children's number of steps during school and out-of-school in fall and winter. The authors also examined the differences between steps while at school (school steps) and total daily steps on school days (daily steps) during the two seasons. A better understanding of these differences may help better prioritize intervention or school resources to locations and seasons identified as low active. This study was the first to examine differences between school and out-of-school steps. The authors' findings are consistent with previous seasonality research, with children having higher daily activity in fall, when the weather was suitable for outside PA, than in winter when temperatures were much lower. (Contains 2 tables.)

Research suggests that physical activity may foster improved academic performance, yet schools are receiving more pressure to achieve high academic standards. It is important for classroom teachers, administrators and school psychologists to understand the benefits of incorporating physical activity into the school day. This article serves as a quantitative review of classroom physical activity interventions in terms of their physical activity, health and learning outcomes for students, with implications of findings discussed for school personnel. (Contains 4 tables, 1 figure and 1 note.)

Childhood obesity prevention has fallen short of anticipated impact. Therefore, intervention programs need to be redirected to other potential settings to increase youth physical activity. This qualitative study, using autodriven interview techniques, was conducted to identify out-of-school settings that youth perceive as important for physical activity. Sixty-six children took photographs involving their physical activity involvement. A subsample completed follow-up focus groups. Salient themes included types of physical activities related to free play, fitness, organized sports, and chores. Most photographs included multiple children of similar age and were taken outdoors. Data suggest children associate chores with physical activity and engage in fitness-related activities. In addition, friends and family, the outdoors, and importantly, the home emerged as natural intervention components that may prove useful towards decreasing the physical inactivity and obesity of youth. (Contains 4 tables.)

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.)

Background: Creating an optimal environment at recess may be necessary to maximize physical activity (PA) participation in youth. The purpose of this study was to determine the initial effectiveness of an elementary school recess intervention on the amount of moderate PA (MPA) and vigorous PA (VPA) during recess and the school day. Methods: This school-based intervention included staff training, activity zones, and playground equipment. The PA levels of third, fourth, and fifth grade students (n = 93) at two schools were measured at baseline and post-intervention using ActiGraph accelerometers. Paired t tests were used to compare percentage of time spent during recess in MPA and VPA. Multiple regressions were utilized to model the effect of intervention, age, sex, race, body mass index, and school on minutes spent in MPA and VPA. Results: The multiple regression results demonstrated increases of 2.5 minutes of MPA (p less than 0.001) and 2.2 minutes of VPA (p less than 0.001) at recess and an increase of 18.7 minutes of MPA (p less than 0.001) and 4.7 minutes of VPA (p less than 0.001) during the school day. These represent respective increases of 51.2% and 112.2% in the adjusted means of MPA and VPA during recess and respective increases of 92.2% and 71.6% in the adjusted mean of MPA and VPA during school day. Conclusion: Staff training, recreational equipment, and playground markings are inexpensive, simple ways to increase PA during recess so that children can accumulate minutes of PA to meet the recommended guidelines of 60 minutes per day. (Contains 2 tables.)