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The detrimental impacts of postprandial hyperglycemia on health are a critical concern, and exercise is recognized a pivotal tool in enhancing glycemic control after a meal. However, current exercise recommendations for managing postprandial glucose levels remain fairly broad and require deeper clarification. This review examines the existing literature aiming to offer a comprehensive guide for exercise prescription to optimize postprandial glycemic management. Specifically, it considers various exercise parameters (i.e., exercise timing, type, intensity, volume, pattern) for crafting exercise prescriptions. Findings predominantly indicate that moderate-intensity exercise initiated shortly after meals may substantially improve glucose response to a meal in healthy individuals and those with type 2 diabetes. Moreover, incorporating short activity breaks throughout the exercise session may provide additional benefits for reducing glucose response. [ABSTRACT FROM AUTHOR]

Purpose: Physical education teacher education programs prepare preservice teachers to lead Comprehensive School Physical Activity Programs. Through the coordination of a university's physical education teacher education program and an elementary school, the purpose of this study was to examine preservice and in-service teachers' perspectives in implementing a 6-week movement integration program. Method: A total of 12 preservice teachers participated in a weekly online discussion forum as part of a community of practice. In addition, the preservice teachers and three in-service teachers participated in an interview. Data were analyzed for themes. Results: The themes were facilitating implementation through support, sharing ideas for common practice, and overcoming challenges in implementation. Support received by the preservice teachers facilitated the implementation of the program. They also shared strategies to overcome implementation challenges through the weekly online discussions. Discussion/Conclusion: Fostering communities of practice among preservice teachers prepares them for collaboration and movement integration implementation in the future. [ABSTRACT FROM AUTHOR]

Introduction: Interrupting sedentary time during the day reduces postprandial glycemia (a risk factor for cardiometabolic disease). However, it is not known if benefits exist for postprandial glucose, insulin and triglyceride responses in the evening, and if these benefits differ by body mass index (BMI) category. Methods: In a randomized crossover study, 30 participants (25.4 ± 5.4 yr old; BMI 18.5-24.9: n = 10, BMI 25-29.9: n = 10, BMI≥30: n = 10) completed two intervention arms, beginning at ~1700 h: prolonged sitting for 4 h, and sitting with regular activity breaks of 3 min of resistance exercises every 30 min. Plasma glucose, insulin, and triglyceride concentrations were measured in response to twomeals fed at baseline and 120 min. Four-hour incremental area under the curve was compared between interventions. Moderation by BMI status was explored. Results: Overall, when compared with prolonged sitting, regular activity breaks lowered plasma glucose and insulin incremental area under the curve by 31.5% (95% confidence interval = -49.3% to -13.8%) and 26.6% (-39.6% to -9.9%), respectively. No significant differences were found for plasma triglyceride area under the curve. Interactions between BMI status and intervention was not statistically significant. Conclusions: Interventions that interrupt sedentary time in the evening may improve cardiometabolic health by some magnitude in all participants regardless of bodyweight. [ABSTRACT FROM AUTHOR]

Aim: In adults, prolonged periods of sitting have been linked to acute negative effects on vascular structure and function. The aim of this study was to evaluate the acute effects of physical activity (PA) breaks during prolonged sitting on arterial stiffness, cortisol and psychological factors in adolescents. Methods: Adolescents underwent different short (3‐min) breaks starting every 20 min, during 80 min of sitting on three separate days. Breaks were (A) social seated breaks (SOC), (B) low‐intensity simple resistance activity PA breaks (SRA) and (C) moderate‐intensity step‐up PA breaks (STEP). The arterial stiffness measures were augmentation index (AIx), AIx@75 and pulse wave velocity (PWV). Cortisol was measured from saliva. Psychological factors were self‐reported. Results: Eleven girls and six boys (average age 13.6 ± 0.7 years) participated, with average baseline heart rates of 72 ± 11 bpm, systolic/diastolic blood pressure 111 ± 7/64 ± 6 mmHg and cortisol 10.9 ± 5.8 nmoL/L. PWV, cortisol and psychological factors did not change after any of the conditions. AIx@75 increased significantly (4.9 ± 8.7–9.2 ± 13.2) after the STEP intervention compared with SOC and SRA (time × condition p < 0.05). Conclusion: Arterial stiffness increased after prolonged sitting with frequent, short step‐up activity breaks. The results indicate potential important intensity‐dependent effects of physical activity on vascular regulation in youth. [ABSTRACT FROM AUTHOR]

Purpose: To compare the acute effects of intermittent physical activity (PA) across 4 different intensities on blood pressure. Methods: Thirty children (12 males and 18 females; aged 7–11 y; 33% overweight/obese; 53% nonwhite) completed 4 experimental conditions in random order: 8 hours sitting interrupted with 20, 2-minute low-, moderate-, high-intensity PA breaks, or sedentary screen-time breaks. PA intensity corresponded with 25%, 50%, and 75% of heart rate reserve. Blood pressure was measured during each condition in the morning (0800 h), noon (1200 h), and afternoon (1600 h). Results: There were no significant differences across conditions for systolic blood pressure (SBP; all Ps >.05). There was a significant effect of time with SBP decreasing throughout the day for all conditions (average morning SBP: 106 [1] mm Hg, average noon SBP: 101 [2] mm Hg, average afternoon SBP: 103 [1] mm Hg; P =.01). There were no significant effects of condition or time on diastolic blood pressure (all Ps >.05). Conclusion: While sedentary behavior is known to be associated with hypertension in both adults and children, a single bout of prolonged sitting may be insufficient to produce hypertensive effects in otherwise healthy children. Future research should examine the appropriate dose of intermittent PA to accrue hypotensive responses in preadolescent children. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to compare the effects of intermittent activity performed at varying intensities and of prolonged sitting on physical activity compensation. Methods: A total of 33 children (14 boys and 19 girls; age 7-11 y; 24% overweight/obese; 61% nonwhite) completed 4 experimental conditions in random order: 8 hours of sitting interrupted with 20 two-minute low-, moderate-, or highintensity activity breaks or 20 two-minute sedentary computer game breaks. Physical activity energy expenditure (PAEE) was assessed via accelerometry to establish baseline PAEE and throughout each condition day (8-h in-lab PAEE, out-of-lab PAEE, and 3-d postcondition). Results: Compared with baseline PAEE, total daily PAEE was significantly higher during the high-intensity condition day (153 ± 43 kcal, P = .03), unchanged during the low-intensity (-40 ± 23 kcal, P > .05) and moderate-intensity condition days (-11 ± 18 kcal, P > .05), and decreased in response to prolonged sitting (-79 ± 22 kcal, P = .03). There were no significant differences in PAEE 3-day postcondition across conditions (P > .05). Conclusion: Despite the varying levels of PAEE accumulated during the 8-hour laboratory conditions, out-of-lab PAEE during each condition day and 3-day postcondition did not change from the baseline. These findings provide preliminary evidence that spontaneous physical activity in children does not change in response to intermittent activity or prolonged sitting. [ABSTRACT FROM AUTHOR]

Los educadores que integran la actividad física (AF) dentro del aula estimulan a sus alumnos y crean un ambiente sugerente. El objetivo de este estudio fue constatar el resultado de un programa de metodología activa basado en los descansos activos (DDAA) (activity breaks) para evidenciar: a) el efecto de las estrategias planteadas por el docente, b) las características de los ejercicios físicos propuestos y c) las respuestas que genera en el alumnado durante el periodo de actividad física. Participaron un docente tutor (6.º de educación primaria) de un centro educativo de la región de Murcia y un total de 26 alumnos de entre 11 y 13 años (M = 11.95; DT = 0.63). El programa se administró durante 12 semanas con diferentes procedimientos en el horario lectivo (12 sesiones/semana). El enfoque de metodología mixta (mixed methods) permitió combinar el análisis cuantitativo de la implementación de los DDAA, con una lista de control evaluativa y el análisis cualitativo del resultado de las conductas interactivas aparecidas, mediante la metodología observacional (MO) sistemática. Los resultados mostraron que los DDAA implicaban motrizmente de modo intenso al alumnado mediante la combinación de habilidades motrices, variaciones posturales e interrelaciones diversas. Al mismo tiempo, se constató que el docente aplicó con mayor frecuencia las estrategias de promoción de la actividad física en el aula correspondientes a: la interrupción de la clase, el movimiento como interacción social, la propuesta con una estructura concreta, la participación activa y la vuelta a la calma. Se concluyó que el programa de DDAA puede ser adecuado para aumentar la participación motriz, así como la interacción social y cognitiva del alumnado durante las clases lectivas

A single exercise session can affect appetite-regulating hormone s and suppress appetite. The effects of short, regular physical activity breaks across th e day on appetite are unclear. This study investigated the effects of breaking up sitt ing with high-intensity physical activity vs a single bout of moderate-intensity exerci se and prolonged sitting on appetite control. In this randomised crossover trial, 14 sed entary, inactive adults (7 women) completed 3, 8-h experimental conditions: (i) prolonged sitting (SIT); (ii) 30 min of moderate-intensity exercise followed by prolonged sitting (E X-SIT), and (iii) sitting with 2 min 32 s of high-intensity physical activity every hour (SIT- ACT). Physical activity energy expenditure was matched between EX-SIT and SIT-ACT. Subjective appetite was measured every 30 min with acylated ghrelin and total peptide-YY (PYY) m easured hourly in response to two standardised test meals. An ad libitum buffet meal was provided at the end of each condition. Based on linear mixed model analysis, total area und er the curve for satisfaction was 16% higher (P = 0.021) and overall appetite was 11% lower during SIT-ACT vs EX-SIT (P = 0.018), with no differences between SIT-ACT and SIT. Time series analysis indicated that SIT-ACT reduced subjective appetite during the majority of the post-lunch period compared with SIT and EX-SIT, with some of these effects reversed earlier in the afternoon (P < 0.05). Total PYY and acylated ghrelin did not differ between conditions . Relative energy intake was 760 kJ lower during SIT-ACT vs SIT (P = 0.024). High-intensity physical activity breaks may be effective in acutely suppressing appetite; yet, appetite- regulating hormones may not explain such responses.

Background: Prolonged sitting at desks during the school day without a break may result in off-task behavior in students. This study was designed to examine the effects of a classroom physical activity intervention, using TAKE 10!, on elementary school students' on-task behavior. Nine classes (3rd to 5th grades) from 1 elementary school participated in the program (4-week baseline and 8-week intervention). Methods: The students' on-task behavior was measured using systematic direct observation. Observations occurred once a week during weeks 1 to 4 (baseline) and weeks 8 to 12 (intervention). A two-way repeated-measures analysis of variance was used to compare on-task behavior between observation periods. Results: There was a significant decrease (P = .001) in mean percentage on-task behavior from preno TAKE 10! (91.2 ± 3.4) to postno TAKE 10! (83.5 ± 4.0) during the baseline period, whereas there was a significant increase (P = .001) in mean percentage on-task behavior from pre-TAKE 10! (82.3 ± 4.5) to post-TAKE 10! (89.5 ± 2.7) during the intervention period. Conclusions: Furthermore, students who received more daily TAKE 10! were found to be more on-task than students who received less TAKE 10!. The TAKE 10! program is effective in improving students' on-task behavior in the classroom. [ABSTRACT FROM AUTHOR]

We aimed to determine whether interrupting prolonged sitting improves glycemic control and the metabolic profile of free-living adults with obesity. Sixteen sedentary individuals {10 women/6 men; median [interquartile range (IQR)] age 50 (44-53) yr, body mass index (BMI) 32 (32-35.8) kg/m²} were fitted with continuous glucose and activity monitors for 4 wk. After a 1-wk baseline period, participants were randomized into habitual lifestyle (Control) or frequent activity breaks from sitting (FABS) intervention groups. Each day, between 0800 and 1800 h, FABS received smartwatch notifications to break sitting with 3 min of low-to-moderate-intensity physical activity every 30 min. Glycemic control was assessed by oral glucose tolerance test (OGTT) and continuous glucose monitoring. Blood samples and vastus lateralis biopsies were taken for assessment of clinical chemistry and the skeletal muscle lipidome, respectively. Compared with baseline, FABS increased median steps by 744 [IQR (483-951)] and walking time by 10.4 [IQR (2.2-24.6)] min/day. Other indices of activity/sedentary behavior were unchanged. Glucose tolerance and average 24-h glucose curves were also unaffected. However, mean (±SD) fasting glucose levels [-0.34 (±0.37) mmol/L] and daily glucose variation [%CV; -2% (±2.2%)] reduced in FABS, suggesting a modest benefit for glycemic control that was most robust at higher volumes of daily activity. Clinical chemistry and the skeletal muscle lipidome were largely unperturbed, although two long-chain triglycerides increased 1.25-fold in FABS, postintervention. All parameters remained stable in control. Under free-living conditions, FABS lowered fasting glucose and glucose variability. Larger volumes of activity breaks from sitting may be required to promote greater health benefits. [ABSTRACT FROM AUTHOR]

Purpose: We systematically investigated the effects of different exercise strategies on postprandial glycemia. Methods: Six randomized repeated-measures crossover studies were performed. Study 1 compared the effects of 60 min of brisk walking started at 30, 60, or 90 min after breakfast on postbreakfast and postlunch glycemic responses. Study 2 investigated the effects of 30 min of different exercise types (aerobic vs resistance vs combined). Study 3 compared the effects of 30 min of different aerobic exercise types (walking vs cycling vs elliptical). Study 4 evaluated the effects of 30 min of brisk walking performed 45 min before or 15 and 30 min after breakfast. Study 5 compared 30 with 45 min of postprandial brisk walking. Study 6 compared the effects of a total of 30 min brisk walking exercise fragmented in bouts of 15, 5, or 2.5 min performed every 15 min. Results: Postprandial but not preprandial exercise improved glycemic response (studies 1 and 4). The glycemic peak was attenuated only when exercise started 15 min after the meal (study 4). A similar reduction of the postprandial glycemic response was observed with different exercise types (studies 2 and 3). Thirty and 45 min of brisk walking provided a similar reduction of the postprandial glucose response (study 5). When performing activity breaks, 10 and 20 min of cumulative exercise were sufficient to attenuate postprandial glycemia in the first hour postmeal (study 6). Conclusion: Our findings provide insight into how to choose timing, type, duration, and modality for postprandial exercise prescription in healthy individuals. [ABSTRACT FROM AUTHOR]

Aim: This 8‐week intervention examined the effect of two different types of classroom‐based physical activity on math performance in elementary school children. Methods: Students in 4th and 5th grade (N = 560; 32 classes, 9–11 years old) from six schools were assigned to integrated physical activity (Move for Thought [M4T], n = 221), activity break (AB; n = 134) and a control group (n = 205; usual instruction) for eight weeks. Students completed a standardised math test before and after the intervention. Programme fidelity was measured with a teacher daily log, recording the duration and frequency of the physical activity sessions. Linear mixed models were used for the analyses. Grade and gender were explored as moderators. Results: Move for Thought group outperformed AB (p < 0.001, d = 0.44) and control groups (p = 0.013, d = 0.38). However, subgroup analyses showed that these effects were evident only in Grade 4. No gender differences were found. Intervention fidelity showed that the classroom‐based physical activities (M4T and AB) were used about every other day, with higher implementation among 4th graders. Conclusion: This study indicated that integrating physical activity with mathematics has stronger effects on mathematics than activity breaks and traditional instruction. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore classroom teachers' perceptions of incorporating physical activity breaks into their classroom and to determine specific features of preferred activity breaks. These perceptions are considered within the conceptual framework of Comprehensive School Physical Activity Program (CSPAP). Twelve elementary and high school classroom teachers from one Indigenous school district participated in the study. The data were collected using semistructured interviews and teachers' reflective journals and were analyzed inductively by conducting systematic searches for patterns across data types. Emergent themes included: the need for and threats to classroom control; a preference for breaks with connections to academic content; and the importance of implementation ease and student enjoyment. The findings indicated that teachers prefer activity breaks that are easy to manage, quick, academically oriented and enjoyable for students. These findings have practical implications when considering physical education teacher education and professional development that targets classroom teachers. [ABSTRACT FROM AUTHOR]

Movement integration (MI)—infusing physical activity (PA) into normal classroom time during school—is an evidence-based strategy to support public health goals and enhance educational outcomes for elementary children. However, few elementary classroom teachers in the United States appear to be using MI resources. In order to understand teachers' MI resource use, this study's purpose was 3-fold: (a) to examine teachers' perceptions about MI and MI resources, (b) to identify teachers' latent class membership based on their perceptions, and (c) to determine the extent to which teachers' MI preferences, demographics, background, and school context predict class membership. We recruited a national sample of participants (N = 420) who completed an electronic survey including six sections: perceived benefits of MI, perceived barriers to using MI resources, satisfaction with MI resources, perceived importance of different MI resource characteristics, MI resource preferences, and participant demographics, background, and school context. Data analysis consisted of descriptive analyses, exploratory factor analysis, confirmatory factor analysis, latent profile analysis, and multinomial regression analysis. Participants mostly agreed about the benefits of MI and were satisfied with the MI resources they were using but had varying perceptions about the presence of barriers to using MI resources. Participants rated the integration of an MI resource with the academic curriculum, the amount of time required for teacher training, the type of training materials provided, and the timing of the training as the most important characteristics they would consider before adopting a resource. Factor analyses supported single factor solutions for perceived benefits, perceived barriers, and satisfaction, and a three-factor solution for perceived importance of different MI resource characteristics (Curriculum Integration, Training Logistics, and Feasibility). Based on these factors, we identified five latent classes of teachers. Regression results showed that desirable latent class membership depended on certain MI preferences and demographic, background, and school context characteristics. Teacher educators and interventionists should consider teachers' MI perceptions, the nature of MI trainings, teacher characteristics, and school context in efforts to increase teachers' use of MI resources. Further research is needed to explore the intrinsic value of MI for teachers, given MI's education- and public health-related benefits.

Elevated levels of cardiovascular disease (CVD) risk markers are highly prevalent in people with a spinal cord injury (SCI). Breaking up prolonged sedentary time with short, regular bouts of physical activity can reduce postprandial glucose and lipid levels in able‐bodied individuals. The effects in people with paraplegia are unknown. The study aims were to examine the acute postprandial glucose (primary aim), lipid, blood pressure, and psychological responses (secondary aims) to breaking up prolonged sedentary time in individuals with paraplegia. This was a randomized crossover design trial. Fourteen participants with paraplegia (age 51 ± 9 years, trunk fat mass 44.3 ± 7.7%) took part in the following two, 5.5‐hour conditions: (1) uninterrupted sedentary time (SED), and (2) sedentary time interrupted with 2 minutes of moderate‐intensity arm crank ergometer physical activity every 20 minutes (SED‐ACT). Standardized breakfast and lunch test meals were consumed during each condition. The outcomes were compared between conditions using linear mixed models. Glucose area under the curve (AUC) was significantly lower during the lunch postprandial period in SED‐ACT vs SED (incremental AUC 1.9 [95% CI 1.0, 2.7) and 3.0 [2.1, 3.9] mmol/L∙2.5 hour, respectively, P =.015, f = 0.34). There were no differences between conditions for the breakfast or total 5.5 hours postprandial periods (P >.05). Positive affect was higher in SED‐ACT than SED (P =.001). Breaking up prolonged sedentary time acutely attenuates lunch postprandial glucose and improves positive affect in people with paraplegia. This may have clinical relevance for reducing CVD risk and improving psychological well‐being in this population. [ABSTRACT FROM AUTHOR]

Physical activity plays an important role in childhood development and is associated with positive health, social, emotional, and academic benefits. Despite this, children are often sedentary for most of their school day and fail to meet daily activity recommendations. Incorporating physical activity breaks into the classroom can achieve many positive outcomes, however has not been widely adopted. This study used the diffusion of innovation theory as a framework to examine teacher perceptions of barriers and facilitators to incorporating physical activity breaks into their elementary classrooms. Teachers perceived compatibility with teaching philosophy and observability of benefits to most students as strong facilitators. They struggled to reconcile relative advantage and trailability, primarily due to classroom management issues associated with just a few students. Lack of complexity facilitated implementation, however upper grade teachers felt a strong need to connect activity to academics which threatened complexity. The authors conclude with recommendations to increase adoption. [ABSTRACT FROM AUTHOR]

Interrupting prolonged sitting with short multiple bouts of moderate-intensity physical activity (PA) can improve postprandial cardiometabolic risk markers. This study examined the effect of high and low frequency PA bouts (matched for total PA duration and energy expenditure) on postprandial cardiometabolic responses when compared with prolonged sitting. In this three-condition randomised crossover trial, 14 sedentary, inactive females (33.8±13.4 years, BMI 27.1±6.3 kg/m2) completed 3, 7.5 h conditions: 1) prolonged sitting (SIT), 2) high-frequency PA breaks (HIGH-FREQ) consisting of 15 ×2 min bouts of moderate-intensity treadmill PA every 30 min, and 3) low-frequency PA breaks (LOW-FREQ) consisting of 3 ×10 min bouts of moderate-intensity treadmill PA every 180 min. The PA bouts were performed at 65% of peak oxygen uptake. Net incremental area under the curve (iAUC) for each 7.5 h condition was calculated for glucose, insulin and triacylglycerol (TAG) concentrations. Insulin iAUC was significantly (p<0.026) lower during HIGH-FREQ (mean [95%CI]; 82.86 [55.02, 110.70] µU/mL∙7.5 h) than LOW-FREQ (116.61 [88.50, 144.73] µU/mL∙7.5 h) and SIT (119.98 [92.42, 147.53] µU/mL∙7.5 h). Glucose and TAG iAUC did not differ between conditions. Engaging in higher-frequency PA breaks may be effective in attenuating postprandial insulin responses compared with lower-frequency PA breaks and prolonged sitting. [ABSTRACT FROM AUTHOR]

• Studies consistently demonstrate that physical activity opportunities in the classroom is related to reduced student off-task behavior. • Consistent with past research, classroom-based physical activity opportunities were related to reductions in student off-task behavior. • Physical activity opportunities such as recess and physical education were not related to reductions in off-task behaviors. • Physical activity opportunities to reduce off-task behavior may need to occur in the classroom. Studies consistently demonstrate that providing children with physical activity opportunities in the classroom is related to reduced off-task behavior. This study evaluated the impact of different activity opportunities on teacher redirects of student off-task behaviors in the academic classroom. Observations (n = 13,682) of teacher redirects and activity opportunities across the school day were conducted in one low-income school. A multi-level mixed effects logistic regression explored the likelihood of observing teacher redirects following activity opportunities. Teacher redirects were less likely to occur for up to 60 min following physical activity opportunities in the classroom. Physical activity opportunities outside of the classroom did not reduce teacher redirects. Classroom-based physical activity is a potential strategy for reducing teacher redirects of off-task behavior. [ABSTRACT FROM AUTHOR]

This study was designed to qualitatively examine fifteen classroom teachers' experiences in implementing a movement integration (MI) program, TAKE 10! ® , using the comprehensive school physical activity program framework. Data were collected through observations, semi-structured interviews, and questionnaires. Barriers to MI implementation included time and space constraints, whilst facilitators were gaining knowledge during training and developing competencies through experience. Reasons for program continuance included scheduling MI into weekly routines, children's request for the program, and collaboration among teachers. Suggestions for teachers' professional development related to MI are provided in view of the study's findings. [ABSTRACT FROM AUTHOR]

The aim of this study was to determine the appetite-related responses to breaking up prolonged sitting with physical activity bouts differing in frequency and duration among adult females. Fourteen sedentary females aged 34 ± 13 years with a body mass index of 27.1 ± 6.3 kg/m2 (mean ± SD) took part in a randomised crossover trial with three, 7.5 h conditions: (1) uninterrupted sitting (SIT), (2) sitting with short frequent 2-min moderate-intensity walking breaks every 30 min (SHORT-BREAKS), and (3) sitting with longer duration, less frequent 10-min moderate-intensity walking breaks every 170–180 min (LONG-BREAKS). The intensity and total duration of physical activity was matched between the SHORT-BREAKS and LONG-BREAKS conditions. Linear mixed models were used to compare the outcomes between conditions with significance being accepted as p ≤ 0.05. There were no significant between-condition differences in hunger, satisfaction, prospective food consumption or overall appetite area under the curve (AUC) (all p ≥ 0.801). Absolute ad libitum energy intake and relative energy intake (REI) did not differ significantly between conditions (all p ≥ 0.420). Acylated ghrelin and total peptide YY incremental and total AUC did not differ significantly between conditions (all p ≥ 0.388). Yet, there was a medium effect size for the higher acylated ghrelin incremental AUC in SHORT-BREAKS versus SIT (d = 0.61); the reverse was seen for total AUC, which was lower in SHORT-BREAKS versus SIT (d = 0.69). These findings suggest that breaking up sitting does not lead to compensatory changes in appetite, appetite hormones or energy intake regardless of physical activity bout duration and frequency among adult females. [ABSTRACT FROM AUTHOR]

Background: The implementation of physical activity interventions in centre-based childcare services has been recommended to improve child health. This study aims to evaluate the efficacy of scheduling multiple periods of outdoor free play in increasing the time children spend in moderate-to-vigorous physical activity (MVPA) during childcare.Methods: The study will employ a between group cluster randomised controlled trial design. Fourteen childcare services in the Hunter New England region of New South Wales, Australia, who currently implement a single session of free outdoor play between their core operational hours of 9 am to 3 pm will be recruited into the trial. Childcare services will be randomised to an intervention or a no intervention control group. Childcare services in the intervention group will be supported by an early childhood education specialist to provide three periods of outdoor free play for children between the hours of 9 am to 3 pm. Each period of outdoor free play will be at least 15 min in duration but must equate to their total usual duration of outdoor play. Services in the control group will continue to implement a single period of outdoor play. The primary trial outcome is minutes of time children spend in MVPA whilst in care assessed objectively via accelerometer over 5 days. Outcome assessment will occur at baseline and 3 months post baseline. Generalised Linear Mixed Models (GLMM) under an intention to treat framework will be used to compare differences between groups in the primary trial outcome at follow-up. Sensitivity analysis will be conducted to test assumptions of missing data. Per protocol analysis will be performed using services that implemented the intervention as intended and subgroup analysis undertaken by gender and baseline physical activity levels of children.Discussion: The study tests a simple ecological intervention that has the potential to increase child physical activity in care.Trial Registration: Australian New Zealand Clinical Trials Registry 12616000347460 . Prospectively registered 17th March 2016. [ABSTRACT FROM AUTHOR]

ABSTRACT BACKGROUND We examined the effects of short bouts of structured physical activity (SBS-PA) implemented within the classroom setting as part of designated gross-motor playtime on preschoolers PA. METHODS Preschools were randomized to SBS-PA (centers, N = 5; participants, N = 141) or unstructured free playtime (UPA) (centers, N = 5; participants, N = 150). SBS-PA consisted of structured PA implemented in the classroom during the first 10 minutes of gross-motor playtime followed by 20 minutes of free playtime. UPA consisted of 30 minutes of unstructured free playtime. Teachers implemented both conditions for 5 days/week for 6 months. PA was assessed with accelerometers (preschool-day) and direct observation (30-minute sessions). Generalized linear mixed models were used to examine the impact of the intervention. RESULTS Regarding the 30-minute sessions, significant group main effects were observed for intervals spent at light (p < .001) and moderate-to-vigorous PA (MVPA, p < .001). Regarding the preschool-day PA, significant group by visit interaction was observed for percent time spent in total preschool-day MVPA (F (2, 254) = 3.54, p = .03). Percent of time spent in MVPA significantly decreased in both groups at 3 months and at 6 months. CONCLUSION SBS-PA can be implemented in classroom settings; however, further research is needed to examine its impact on preschoolers PA levels. [ABSTRACT FROM AUTHOR]

Breaking up periods of prolonged sitting can negate harmful metabolic effects but the influence on appetite and gut hormones is not understood and is investigated in this study. Thirteen sedentary (7 female) participants undertook three 5-h trials in random order: ( i) uninterrupted sitting (SIT), ( ii) seated with 2-min bouts of light-intensity walking every 20 min (SIT + LA), and ( iii) seated with 2-min bouts of moderate-intensity walking every 20 min (SIT + MA). A standardised test drink was provided at the start of each trial and an ad libitum pasta test meal provided at the end of each trial. Subjective appetite ratings and plasma acylated ghrelin, peptide YY, insulin, and glucose were measured at regular intervals. Area under the curve (AUC) was calculated for each variable. AUC values for appetite and gut hormone concentrations were unaffected in the activity breaks conditions compared with uninterrupted sitting (linear mixed modelling: p > 0.05). Glucose AUC was lower in SIT + MA than in SIT + LA ( p = 0.004) and SIT ( p = 0.055). There was no difference in absolute ad libitum energy intake between conditions ( p > 0.05); however, relative energy intake was lower in SIT + LA (39%; p = 0.011) and SIT + MA (120%; p < 0.001) than in SIT. In conclusion, breaking up prolonged sitting does not alter appetite and gut hormone responses to a meal over a 5-h period. Increased energy expenditure from activity breaks could promote an energy deficit that is not compensated for in a subsequent meal. [ABSTRACT FROM AUTHOR]

Research on the motivation of stakeholders to integrate physical activity into daily school life is limited. The purpose was to examine the motivation of stakeholders to participate in a world record physical activity event and whether motivation was associated with future intention to use activity breaks during the daily school life and future participation in a similar event. After the 2012 JAM (Just-a-Minute) World Record event, 686 adults (591 women; 76.1% participated for children <10 years) completed measures of motivational regulations and future intention to (a) use the activity breaks and (b) participate in the event. High intrinsic motivation and low extrinsic motivation and amotivation for participation in the next event were reported. Hierarchical regression analysis, controlling for age, gender, and occupation, showed that intrinsic forms of motivation positively predicted, whereas amotivation negatively predicted, future intention to participate in the event and use the activity breaks. Multivariate analyses of variance revealed that school-related participants were more intrinsically motivated and intended to use the activity breaks and repeat the event more than those who were not affiliated with a school. Nonschool participants reported higher extrinsic motivation and amotivation than school-related participants. [ABSTRACT FROM PUBLISHER]

This project examined 23 teachers’ involvement in a curricular project to integrate physical activity into the school day. The teachers represented all grade levels and worked in schools that served Native American students in the United States. Interviews occurred twice during the year-long project. Data were analyzed via constant comparison. Teachers’ willingness to engage was influenced positively by caring about students and their own personal wellness history. Their engagement was impeded by institutional factors of scheduling and assessment pressures. The results provide insights into how teachers might be persuaded to and prepared for the implementation of similar programs in new locations. [Copyright &y& Elsevier]

This study compared the short-term continuously monitored glucose responses between higher and lower amounts of prolonged sitting in overweight and obese adults under free-living conditions. In a randomised crossover design, 12 participants (age 48 ± 10 years, body mass index 33.3 ± 5.5 kg/m2) completed two four-day experimental regimens while wearing a continuous glucose monitor, as follows: (1) uninterrupted sitting (participants were instructed to sit for ≥10 h/day and accrue ≥7, 1 h sitting bouts each day), and (2) interrupted sitting (participants were instructed to interrupt sitting every 30 min during ten of their waking hours with 6–10 min of activity accrued in each hour). Linear mixed models compared outcomes between regimens. None of the continuously monitored glucose variables differed between regimens, e.g., 24 h net incremental area under the glucose curve was 5.9 [95% CI: −1.4, 13.1] and 5.6 [95% CI: −1.7, 12.8] mmol/L∙24 h, respectively (p = 0.47). Daily sitting (−58 min/day, p = 0.001) and sitting bouts lasting ≥30 min (−99 min/day, p < 0.001) were significantly lower and stepping time significantly higher (+40 min/day, p < 0.001) in the interrupted sitting than the uninterrupted sitting regimen. In conclusion, lower amounts of daily and prolonged sitting did not improve free-living continuously measured glucose among overweight and obese adults. [ABSTRACT FROM AUTHOR]

The aim of this study was to evaluate the acceptability and feasibility of a theory-derived sedentary workplace intervention for police office staff. Twenty-four staff participated in an 8-week intervention (single arm, pre-post design) incorporating an education session, team competition with quick response (QR) codes, team trophy, weekly leaderboard newsletters, a self-monitoring phone app, and electronic prompt tools. The intervention supported participants to reduce and break up their sitting time with three minutes of incidental movement every 30 min at work. Feasibility and acceptability were assessed using mixed methods via the RE-AIM QuEST and PRECIS-2 frameworks. The intervention was highly pragmatic in terms of eligibility, organisation, adherence, outcome, and analysis. It was slightly less pragmatic on recruitment and setting. Delivery and follow-up were more explanatory. Reach and adoption indicators demonstrated feasibility among police staff, across a range of departments, who were demographically similar to participants in previous office-based multi-component interventions. The intervention was delivered mostly as planned with minor deviations from protocol (implementation fidelity). Participants perceived the intervention components as highly acceptable. Results showed improvements in workplace sitting and standing, as well as small improvements in weight and positive affect. Evaluation of the intervention in a fully powered randomised controlled trial to assess behaviour and health outcomes is recommended.

This feasibility study evaluated the effects of an individual-level intervention to target office workers total and prolonged sedentary behaviour during working hours, using an e-health smartphone application. A three-arm (Prompt-30 or 60 min Intervention arm and a No-Prompt Comparison arm), quasi-randomised intervention was conducted over 12 weeks. Behavioural outcomes (worktime sitting, standing, stepping, prolonged sitting, and physical activity) were monitored using accelerometers and anthropometrics measured at baseline, 6 weeks and 12 weeks. Cardiometabolic measures were taken at baseline and 12 weeks. Fifty-six office workers (64% female) completed baseline assessments. The Prompt-60 arm was associated with a reduction in occupational sitting time at 6 (-46.8 min/8 h workday [95% confidence interval = -86.4, -6.6], p < 0.05) and 12 weeks (-69.6 min/8 h workday [-111.0, -28.2], p < 0.05) relative to the No-Prompt Comparison arm. Sitting was primarily replaced with standing in both arms ( p > 0.05). Both Intervention arms reduced time in prolonged sitting bouts at 12 weeks (Prompt-30: -27.0 [-99.0, 45.0]; Prompt-60: -25.8 [-98.4, 47.4] min/8 h workday; both p > 0.05). There were no changes in steps or cardiometabolic risk. Findings highlight the potential of a smartphone e-health application, suggesting 60 min prompts may present an optimal frequency to reduce total occupational sedentary behaviour.

Introduction: Sedentary behaviour is a distinct risk factor for cardiovascular disease (CVD) and could partly explain the increased prevalence of CVD in people with spinal cord injury (SCI). Interrupting prolonged sitting periods with regular short bouts of walking acutely suppresses postprandial glucose and lipids in able-bodied individuals. However, the acute CVD risk marker response to breaking up prolonged sedentary time in people with SCI has not been investigated., Methods and Analysis: A randomised two-condition laboratory crossover trial will compare: (1) breaking up prolonged sedentary time with 2 min moderate-intensity arm-crank activity every 20 min, with (2) uninterrupted prolonged sedentary time (control) in people with SCI. Outcomes will include acute effects on postprandial glucose, insulin, lipids and blood pressure. Blood samples will be collected and blood pressure measured at regular intervals during each 5½-hour condition., Ethics and Dissemination: This study was approved by the Cambridge South National Health Service Research Ethics Committee. This research will help determine if breaking up prolonged sedentary time could be effective in lowering CVD risk in people with SCI. The findings of the research will be published in a peer-reviewed journal and disseminated to relevant user groups., Trial Registration Number: ISRCTN51868437; Pre-results., Competing Interests: Competing interests: None declared., (© Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.)