Physical education pilot program final report

              State ofArizona
Department ofEducation
Tom Horne
Superintendent of
Public Instruction
December 15, 2008
The Honorable Janet Napolitano
Governor ofArizona
1700 West Washington
Phoenix, Arizona 85007
Dear Governor Napolitano:
In fulfillment ofthe reporting requirements ofthe 2006 House Bill 2140, we are submitting the
[ mal report for the Physical Education Pilot Program to the Governor, the President ofthe
Senate and the Speaker ofthe House. In addition, copies ofthe report are also being provided to
the Secretary of State and the Director ofthe Department of Library; Archives and Public
Records.
It is important to note the effectiveness ofquality physical education programs and the associated
sustainability costs in the report. If you have additional questions or require additional
information, please address your concerns to Mary Szafranski, Deputy Associate Superintendent
ofHealth and Nutrition Services at ( 602) 542- 8709.
Sincerely,
Attachment
cc: The Honorable Robert Bums, Senate President, Arizona State Senate
The Honorable Kirk Adams, Speaker ofthe House, Arizona House ofRepresentatives
The Honorable Jan Brewer, Secretary of State
GladysAnn Wells, Director and State Librarian
1535 West Jefferson, Phoenix, Arizona 85007. Voice: ( 602) 542- 4391 • Fax: ( 602) 542- 3100
Pilot
Physical
Program
Education
Submitted by:
Tom Horne
Superintendent of Public Instruction
'~ f-/-- Arizona Department of Education
Acknowledgements
The Arizona Department of Education would like to thank Representative
Mark Anderson for his support and efforts to improve the health and
wellbeing of Arizona's children.
The Arizona Department of Education would like to acknowledge its staff who
contributed oversight to this project and report:
Mary Szafranski
Deputy Associate Superintendent,
ADE School Health & Nutrition Services
Lynn Ladd
National School Lunch Program Health Director,
ADE Health & Nutrition Services
Breann Westmore
Physical Activity, Nutrition, & Tobacco Prevention Coordinator,
ADE School Health and Nutrition Services
The Arizona Department of Education would also like to acknowledge the Physical
Education Pilot Program research team from Arizona State University:
Pamela Hodges Kulinna, Ph. D.
Associate Professor- Arizona State University, Principle Evaluator
Research Team
Teresa Abraham, M. S.
Timothy Brusseau, Ph. D.
Paul Darst, Ph. D.
Matthew Ferry, M. S.
Julie Jahn, M. A.
Tiffany Kloeppel, M. S.
Jaimie McMullen, M. A.
Connie Pangrazi- Orlowicz, M. Ed.
Emesto Ramirez, M. S.
Catrine Tudor- Locke, Ph. D.
Hans van der Mars, Ph. D.
Tracy Washington, M
Acknowledgements
Physical Education Pilot Program School
Arizona Department of Education would like to thank the PE Pilot Program Schools and
their staff members. Without their dedication to this project, this report would have not
been possible.
Acacia Elementary School- Vail Unified School District
Elfridia Elementary School- Elfridia Elementary District
Guerrero Elementary School- Mesa Public Schools
Kyrene de Las Lomas- Kyrene School District
Physical Education Pilot Grant Program
TABLE OF CONTENTS
I. EXECUTIVE SUMMARy 5
II. OVERVIEW OF THE EVALUATION PROCESS 9
III. SCHOOL INTERVENTION PROGRAMS AND COST.. 13
a. Intervention Programs 15
b. Physical Education Pilot Program Schools Funding & Sustainability 17
IV. PHYSICAL ACTIVITY DATA 19
a. Physical Activity Data by School
b. Physical Activity Data Across Schools
V. PHYSICAL ACTIVITY SURVEY DATA 33
VI. PERCEPTION OF PHYSICAL EDUCATION PILOT PROGRAM BY STUDENTS,
SCHOOL PERSONNEL & PARENTS 37
a. Student Perception of Physical Education Pilot Program
b. School Personnel Perception of Physical Education Pilot Program
c. Parents' Perception of Physical Education Pilot Program
VII. PERCEPTIONS OF STUDENT PHYSICAL ACTIVITY TIME AT SCHOOL BY SCHOOL
PERSONNEL & PARENTS 69
VIII. ACTIVITY BREAKS 73
IX. INTERVIEWS WITH SCHOOL PERSONNEL, ADMINISTRATORS,
& PARENTS 77
X. STUDENT ABSENCES & NURSE VISITS BASED ON PHYSICAL EDUCATION PILOT
PROGRAM PARTICIPANTS 85
a. Student Data for Absences & Nurse Visits by School
XI. STUDENT DESCRIPTIVE INFORMATION 95
XII. APPENDIX 99
a. House Bill. 101
b. Physical Activity Survey 103
c. Student Perceptions Survey 104
d. School Personnel Perceptions Survey 105
e. Parent Perceptions Survey 106
f. Pedometer Information 107
g. Data Collection Protocol. 108
h. McClain et al. Reference on Pedometer Use With Children 112
i. Acknowledgement.. 113
Physical Education Pilot Grant Program
EXECUTIVE SUMMARY
Executive Summary
In 2006, the Arizona Legislature passed House Bill 2140 establishing the Physical
Education Pilot Program. Based on HB2140 ( Appendix A), the Arizona Department of Education
selected four schools through a competitive grant application to receive Physical Education Pilot
Program grants based on a designed intervention program selected by each school. Schools
were selected based on HB 2140 criteria including size of county, free and reduced percentage
and quality of proposed intervention. Schools were required to implement physical education
curricula meeting the Centers for Disease Control and Prevention guidelines. This included
providing 150 minutes of physical education for each child per week with 50% or more of the
time being moderate to vigorous physical activity. The four selected schools received an
average of $ 120,083 ( SD= 39,060) to implement a healthy lifestyle program emphasizing
physical education and physical activity for one school year ( july 2007 to May 2008). Schools
reported the annual cost to sustain their programs as follows: ( a) School 1 ($ 47,500), School 2
($ 45,200), School 3 ($ 30,500), and School 4 ($ 33,041).
The four school personnel- designed interventions were selected in four different
elementary school districts across the State of Arizona. These were comprehensive programs
that were extremely well received by students, parents, and school personnel. The
interventions developed by each school included a variety of the following: ( a) new physical
education curricula, ( b) new physical education teachers, ( c) new physical activity aides, ( d)
extensive physical education, classroom teacher and school personnel training for healthy and
active schools, brain- based learning, and the importance of physical activity in learning, ( e)
schedule changes and lengthening the school day, ( f) classroom physical activity breaks, ( g)
structured recess, ( h) new programming before school, at lunch and after school, ( i) new
wellness centers, ( j) new physical education and wellness equipment, ( k) family physical activity
events on school grounds and field trips such as hiking, ( I) changes to the food service to
provide more healthy options, and ( m) point- of- decision prompts or signage to promote healthy
behaviors.
Schools have reportedly continued aspects ofthe programs that they were able to
maintain without significant external funding. For example, School One has been able to keep
three days of physical education per week due to additional funding for the program from the
school district ( note they had 2 days per week prior to the intervention and five days per week
during the intervention). This funding was due to the overwhelmingly positive reactions to the
Physical Education Pilot program from students, parents, and teachers. Other schools have had
less success in procuring other funding for initiatives. They are currently seeking additional
funding to integrate components of their intervention programs on a permanent basis.
The Physical Education Pilot Program schools were evaluated by an external team from
Arizona State University over eight weeks in the schools pre/ post. The evaluation process
included the following components: ( a) physical activity and Body Mass Index measurements
( BMI); ( b) surveys related to perceptions of physical activity; ( c) end of program surveys
completed by three groups of respondents, that is, stUdents, parents/ guardians, and school
personnel; ( d) collecting school level data ( e. g., absences); ( e) interviews with teachers; and ( f)
field notes from time spent observing at the schools. Field notes and teacher interviews
supported that the schools did what they said they would during the implementation of the
school change initiatives. Teachers also conducted and reported the classroom activity breaks
providing further implementation evidence. Fourth and fifth grade students were the target
population for the evaluation ( approximately 100 students/ school).
1
... Physical activity data pre/ post results showed that all of the time segments
measured had increases in physical activity- from a 2% increase for lunch
recess to a 33% increase for classroom physical activity.
... Student survey data showed positive changes in students' beliefs about physical
activity.
... End of the year surveys also showed very positive perceptions of the Physical
Education Pilot Program interventions by key stakeholders, that is, students,
families and school personnel. For example, parents reported an awareness of
the increased focus of promoting physical activity at their child( ren)' s school
( M= 3.29 on a 1- 5 scale).
... School level data also showed desirable findings with absences and nurse visits
decreasing by post- testing in the Physical Education Pilot Program schools. Note
that the program did not take away from core subject learning with AIMS test
results remaining relatively stable. Classroom activity breaks were also often tied
to current academic content.
The Physical Education Pilot Program resulted in significant positive healthy behavior
changes for children in these schools. It is critical for the State of Arizona to find creative ways
to finance increased physical education, physical activity, and healthy lifestyle knowledge in
Arizona schools and the surrounding communities.
2
Physical Education Pilot Grant Program
OVERVIEW OF THE EVALUATION PROCESS
Overview of the Evaluation Process
The ASU Evaluation Team spent a week at each of the four intervention schools
during pre- testing and during post- testing for a total of 8 weeks of data collection during
the 2007- 2008 school year beginning on July 31,2007 and concluding on May 21,
2008. A minimum of two team members ( graduate students and faculty) and a
maximum of eight were present at each school at all times during data collection.
Data collection included physical activity patterns measured using pedometry.
Students' physical activity patterns were assessed during recess, physical education
classes, the school day, and for 24 hours. Students' height and weight were also
gathered pre/ post using a stadiometer and scale in order to track possible Body Mass
Index changes.
In addition to the physical measurements, students' perceptions of physical
activity were also assessed pre/ post using a survey instrument. Furthermore, three
groups of respondents were also assessed regarding their perceptions of the Physical
Education Pilot grant intervention program at each school, including teachers/ school
personnel, students, and parents/ guardians.
Descriptive school level data were compiled, including absences and nurse visits.
Descriptive statistics for the teachers and students were also gathered ( e. g., teachers'
years of teaching experience). In addition, school personnel from the four Physical
Education Pilot Program schools also provided the Arizona Department of Education
with a budget and progress report monthly.
Finally, some of the teacher/ school personnel participated in interviews about
their schools' programs either pre and/ or post during an additional two weeks ( one week
in the fall and one week in the spring) of data collection during the academic year. Field
notes were taken during pedometer data collection and during interview data collection
sessions.
Fidelity to the Intervention Programs
The schools' fidelity to their intervention programs was documented by field
notes and interview responses. Although the level of fidelity to the intervention program
components varied by school personnel, all four schools had very high levels of fidelity
to their interventions.
5
Physical Education Pilot Grant Program
SCHOOL INTERVENTION
PROGRAMS & COSTS
Intervention Programs
Each school's intervention program was designed by the school personnel
themselves and detailed in their grant application. Components included: ( a) curriculum
change; ( b) new teachers or new teacher aides; ( c) educational experiences; ( d)
scheduling changes ( Le., daily physical education); ( e) classroom physical activity
breaks; ( f) structured recess; ( g) new programming; ( h) school day changes ( increased
to accommodate more physical activity); ( i) facility additions; 0) equipment additions; ( k)
food service changes; and finally ( I) environmental changes, such as, point- of- decision
prompts ( posters) encouraging positive decisions for healthy behaviors. See next page
for an overview of the Physical Education Pilot Program School interventions.
9
Physical Education Pilot Program Interventions
Component School 1 School 2 School 3 School 4
SPARK Physical
Curriculum Change Activity Curriculum for
Physical Education
New Teachers
2 Certified Physical 1 Certified Physical
Education Teachers Education Teacher
New Physical Activity Aides
1 Physical Activity
Aide
SPARK Physical Active & Healthy
Activity & Healthy Training
Educational Active & Healthy Training
Activity Training Training
and Brain Based
Research Training
Physical Education Schedule
Daily Physical Education
Change
Classroom Teachers Classroom Teachers
Classroom
Classroom Teachers
Classroom Physical Activity
Added 1- 2 ActiVity Added 1- 2 Activity
Teachers Added 1-
Added 1- 2 Activity
Breaks
Breaks/ Day Breaks/ Day
2 Activity
Breaks/ Day
Breaks/ Dav
Equipment Provided
Equipment Equipment Provided at
Structured Recess Structured Recess Provided Recess/ Semi- Structured
at Recess
Structured Recess Recess
Lunchtime
Before School & Lunch
Intramurals and After School and Off
New Programs
Walking Program
Physical Activity Campus Activities such as
Programs After Hiking
School
Increased Length of
School Day School Day to Add Daily
PE
Facilities Wellness Center
Wellness Activity
Center
New Physical Activity
New Physical Activity New Physical
New Physical Activity
Equipment Equipment Activity Equipment
Equipment Purchased
Purchased Purchased
Equipment Purchased
Families
Family Activity
Family Activity Events
Events
Changed Food
Food Services
Service to Provide
More Healthy
Options
Environment Point of Decision
Prompts
Actual Costs $ 159,982 $ 94,646 $ 97,488 $ 128,214
Proposed to Sustain $ 47,500 $ 45,200 $ 30,500 $ 33,041
Mean number and % change
931 ( 14.7%) 2152 ( 22.1%) 924 ( 21.5%) 744 (- 2.3%)"
in total steps
* Even though lolal sleps decreased at School 4, other positive changes occurred such as a 36% decrease in perceived barriers to physical activity
10
Physical Education Pilot Program Schools Funding & Sustainability Report
Schools Initial Funding Reported to Sustain Program
School 1 $ 159,982 $ 47,500
School 2 $ 94,646 $ 45,200
School 3 $ 97,488 $ 30,500
School 4 $ 128,214 $ 33,041
Mean Dollars $ 120,083 $ 39,060
11
Physical Education Pilot Grant Program
PHYSICAL ACTIVITY DATA
School 1: Average Physical Activity
16000.00 I I
14000.00
8%'
10%'
NO DATA
14%'
2000.00
0.00 I !
4000.00
12000.00
-.~. 10000.00
8000.001 I I I VI iij I I I OPre
.' 0.. . Post ~ ..
'" . C. l ~.. « > 6000.00
Physical Activity Dimension
Lunch Recess
• = statistically significant
Additional
Recess
Physical
Education
Class
Classroom
Activity
School Day
Activity
24- Hr Activity: 24- Hr Activity: 24- Hr Activity:
Weekdays Weekends 7- Day
~'"
School 1: Average Physical Activity
Dimension Pre Mean Pre SO Post Mean Post SO % Change
Lunch Recess 1468.43 518.28 1667.99 469.44 14%*
Additional Recess No Data No Data No Data No Data No Data
Physical Education Class 1549.72 543.63 2177.06 452.79 41%*
Classroom Activity 1326.83 835.90 1873.82 825.14 41%*
School Day Activity 3940.34 1070.44 5672.62 1268.63 44%*
24- Hr Activity: Weekdays 11,730.58 3545.73 12,661.88 3113.61 8%*
24- Hr Activity: Weekends 7361.28 3961.76 9789.38 5051.69 33%*
24- Hr Activity: 7- Day 10,776.42 3410.73 11,883.44 3404.42 10%*
Note: SO = standard deviation
* = statistically significant
Data from students at School 1 indicated a favorable increase in steps taken when examining pre and post- test steps. Paired
sample I- test results revealed a statistically significant increase in number of steps taken in all seven observed environments: lunch
recess ( 14%), physical education steps ( 41%), classroom activity ( 41%), school day activity ( 44%), 24- hr weekday activity ( 8%), 24­hr
weekend activity ( 33%), and 24- hr 7- day activity ( 10%). Please note that School 1 does not offer an additional recess.
School 2: Average Physical Activity
16000.00 ., ..= .• . = ,
18%*
14000,00
12000,00
In 10000.00
Q.
oS!
III
- n;
I I I~
0
BOOO, OO I
I I I I f-
- " Ol
.." to • Post ~"
> «
6000,00
4000,00
_ 12% A
2000.00
NO DATA
0.00' ,
•= statistically signifIcant
A = lunch recess was variable and unstructured
B= lack of significance likely due to small weekend sample size
Physical Activity Dimension
Lunch Recess Additional
Recess
Physical
Education
Classroom
Activity
School Day
Activity
24- Hr Activity: 24- Hr Activity: 24- Hr Activity:
Weekdays Weekends 7- Day
­'"
School 2: Average Physical Activity
Dimension Pre Mean Pre SD Post Mean Post SD % Change
Lunch Recess 1490.51 422.18 1313.84 544.30 - 12%
Additional Recess No Data No Data No Data No Data No Data
Physical Education Class 1347.81 287.09 1642.37 495.64 22%*
Classroom Activity 1999.96 636.28 3020.57 1512.30 51%*
School Day Activity 4784.58 918.90 5990.06 1929.12 25%*
24- Hr Activity: Weekdays 11,824.00 3017.44 13,976.09 4486.08 18%*
24- Hr Activity: Weekends 8269.91 4668.32 9122.83 4537.42 10%
24- Hr Activity: 7- Day 11,290.53 2777.45 12,876.29 3782.28 14%*
Note: SD = standard deviation
* = statistically significant
Data from students at School 2 indicated a favorable increase in steps taken when examining pre and post- test physical activity. Paired sample t­test
revealed a statistically significant increase in number of steps taken in five of the seven observed environments: physical education steps
( 22%), classroom activity ( 51%), school day activity ( 25%), 24- hr weekday activity ( 18%), and 24- hr 7- day activity ( 14%). Although not statistically
significant. there was a 10% increase in 24- hr weekend steps. Please note that School 2 does not offer an additional recess.
School 3: Average Physical Activity
16000.00 I ,
7%*
O. oo! '
14000.00
12000.00
.~. 10000.00 . 0;
i~- ii 8000.00 · I I · ~- I 1 I[] Pre .. Cl
. Post
~ '" -.'".> 6000.00
19%*
«
4000.00 I
2000.00 '
7%* 10%* 46%* 43%*
Physical Activity Dimension
Lunch Recess Additional
Recess
fr ;;; statistically significant
B ;; lack of significance likely due to small weekend
sample size
Physical
Education
Class
Classroom
Activity
School Day
Activity
24- Hr Activity: 24- Hr Activity: 24- Hr Activity:
Weekdays Weekends 7- Day
' o"
School 3: Average Physical Activity
Dimension Pre Mean Pre SO Post Mean Post SO % Change
Lunch Recess 1439.77 459.48 1538.84 527.43 7%*
Additional Recess 1195.74 494.88 1319.06 559.21 10%*
Physical Education Class 1014.98 196.62 1477.88 398.50 46%*
Classroom Activity 1217.22 861.81 1739.17 1196.82 43%*
School Day Activity 4790.60 1444.17 5688.97 1554.09 19%*
24- Hr Activity: Weekdays 13,173.12 4433.60 14,097.25 4428.09 7%*
24- Hr Activity: Weekends 7609.03 5026.78 8703.86 5135.60 14%
24- Hr Activity: 7- Day 12,053.17 4389.12 13,097.61 4136.93 9%*
Note: SO = standard deviation
* = statistically significant
Data from students at School 3 indicated a favorable increase in steps taken when examining pre and post- test steps. Paired sample t- test
revealed a statistically significant increase in number of steps taken in seven of the eight observed environments: lunch recess ( 7%), additional
recess ( 10%), physical education steps ( 46%), classroom activity ( 43%), school day activity ( 19%), 24 - hr weekday ( 7%), and 24- hr 7-< Jay activity
( 9%). There was also a weekend day increase that may not have reached significance due to a small sample size.
School 4: Average Physical Activity
16000.00 ., I
14000.00
- 6%
12000.00
-.~. 1000000 .(-/.) .. 0... 8000.00 Ol '~"
'" .. - > < I: 6000.00
4000.00
2000.00 ·
0.00 I I
Lunch Recess
•= statistically significant
Additional
Recess
Physical
Education
Classroom School Day
Activity Activity
Physical Activity Dimension
24- Hr Activity: 24- Hr Activity: 24- Hr Activity:
Weekdays Weekends 7- Day
Note: School 4 had a major focus on out of school physical activity and structured recess.
''""
School 4: Average Physical Activity
Dimension Pre Mean Pre SD Post Mean Post SD % Change
Lunch Recess 1580.24 471.43 1540.92 512.22 - 2%
Additional Recess 919.16 342.03 1025.80 452.89 12%'
Physical Education Class 1767.03 413.02 1642.78 558.29 - 7%
Classroom Activity 1131.36 950.64 1066.47 1023.47 - 6%
School Day Activity 4867.61 1207.59 4383.69 1482.63 - 10%
24- Hr Activity: Weekdays 12,256.56 3327.20 11,512.50 3815.35 - 6%
24- Hr Activity: Weekends 6919.30 3749.09 8537.64 3470.93 23%'
24- Hr Activity: 7- Day 11,142.02 3171.29 10,938.52 3501.36 - 2%
Note: SD = standard deviation
, = statistically significant
Paired sample I- test results revealed two statistically significant increases in number of steps taken, 24- hr weekend activity ( 23%)
and additional recess steps ( 12%). This school focused on out- of- school and family physical activity as well as structured recess.
Decreases in physical activity observed were most likely due administration changes, long- term substitutes, teacher injuries, late
implementation of the project, and other factors beyond the program or school's control.
Average Physical Activity During the School Day Across Schools
6000.00 ., •
0.00
5000.00 -
4000.00
< II
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iii
'"
~ 3000.00 I
"" e.. >
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2000.00
I ePre 1
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. Post
I I
22%' - 12%' - 33%'
1000.00 •
Lunch Recess
, = statistically significant
Additional Recess Physical Education
Class
Physical Activity Dimension
Classroom Activity School Day Activity
Average Physical Activity Outside of the School Day Across Schools
14000.00 I ,
5%"
6%*
0.00
2000.00 +----
12000.00
10000.00
1 I
26%"
I ,
< II
Q.
- G> en 8000.00
iij
- I I • ~ I • I~ 0
..., I- . Post ... ' EG"> 6000.00
G> > «
4000.00
24- Hour Activity: Weekdays
• - statistically significant
24- Hour Activity: Weekends
Physical Activity Dimension
24- Hour Activity: 7- Day
''""
Average Physical Activity Across Physical Education Pilot Program Schools
Dimension Pre Mean PreSD Post Mean Post SD % Change
Lunch Recess 1468.49 493.12 1523.04 524.46 2%
Additional Recess 1099.12 481.23 1231.03 549.62 12%-
Physical Education Class 1428.97 484.30 1746.20 548.05 22%-
Classroom Activity 1366.80 890.34 1819.04 1307.36 33%-
School Day Activity 4578.97 1259.47 5342.85 1676.12 17%-
24- Hr Activity: Weekdays 12,315.69 3700.06 12,895.60 4113.97 5%-
24- Hr Activity: Weekends 7087.90 4260.43 8955.11 4799.46 26%-
24- Hr Activity: 7- Day 11,355.76 3616.28 11,996.39 3830.38 6%-
Note: SD = standard deviation
- = statistically significant
Physical Education Pilot Grant Program
PHYSICAL ACTIVITY SURVEY DATA
Students' Perceived Barriers to Physical Activity
5.00
I
- 11% - 36%'
4.50 I
4.00 I - I I - 8%'
3.50 t - 2%
0%
., 3.00
~
0~
''"" ., 2.50 I I • I • I • - I • - I • I
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1.50
1.00
0.50
0.00
School 1 School 2 School 3 School 4 Across Schools
• = statistically significant reduction in barriers Physical Education Pilot Program Schools
' o"
Physical Activity Survey Across Schools
A brief survey administered to students indicated a change in determinants of physical activity behaviors from pre to post- testing.
Each survey was split into five scales which measures variables consistent with social cognitive theory. In addition, two outcome
variables related to actual physical activity behaviors were measured.
Barriers:
The students enrolled in the Physical Education Pilot Program schools show a statistically significant ( 8%) decrease in the number of
barriers to engaging in physical activity behaviors.
Physical Education Pilot Grant Program
PERCEPTION OF PHYSICAL ACTIVITY
INTERVENTION BY STUDENTS, SCHOOL
PERSONNEL, & PARENTS
School 1: Students' Perception of Physical Education Pilot Program
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School 1: Students' Perception of Physical Education Pilot Program
Question Post Mean Post SD
I like to be physically active.
4.67 0.51
I like to be physically active in PE.
4.85 0.36
I am now more physically active in PE.
4.56 0.86
I am now more physically active during recess.
4.47 0.99
I am now more physically active during lunch.
4.37 1.04
I am now more physically active after I leave school.
4.41 1.03
I am now more physically active on Saturdays and Sundays.
4.39 1.02
My classroom teacher encourages me to be physically active in
3.45 1.53
the classroom.
Every day during school I have lots of time to be physically active.
4.22 1.16
Note: SD = standard deviation
Students at School 1 generally answered favorably to questions of their perceptions of physical activity. School 1
students especially responded well to liking physical activity in Physical Education class with an average score of 4.85 ( 5
being highest positive perception score). While still a positive response, classroom teacher encouragement to be
physically active had the lowest perception of 3.45 out of 5.
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School 2: Students' Perception of Physical Education Pilot Program
Question Post Mean Post SD
I like to be physically active.
4.40 0.84
I like to be physically active in PE. 4.32 1.03
I am now more physically active in PE.
4.13 1.10
I am now more physically active during recess. 4.42 1.01
I am now more physically active during lunch. 4.13 1.10
I am now more physically active after I leave school. 4.55 0.94
I am now more physically active on Saturdays and Sundays. 4.41 1.10
My classroom teacher encourages me to be physically active in 4.04 1.22
the classroom.
Every day during school I have lots of time to be physically active.
4.32 0.99
Note: SD = standard deviation
Students at School 2 generally answered favorably to questions of their perceptions of physical activity. School 2
students especially responded well to being active after school ( 4.55) and on weekends ( 4.41) with 5 being highest
positive perception score. While still a highly positive response, classroom teacher encouragement to be physically active
had the lowest perception of 4.04 out of 5.
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School 3: Students' Perception of Physical Education Pilot Program
Question Post Mean Post SO
I like to be physically active.
4.74 0.67
I like to be physically active in PE.
4.82 0.58
I am now more physically active in PE.
4.69 0.79
I am now more physically active during recess.
4.45 1.06
I am now more physically active during lunch.
4.28 1.12
I am now more physically active after I leave school.
4.43 1.02
I am now more physically active on Saturdays and Sundays.
4.28 1.16
My classroom teacher encourages me to be physically active in
the classroom. 3.64 3.64
Every day during school I have lots of time to be physically active.
4.31 1.06
Note: SO = standard deviation
Students at School 3 answered highly favorably to questions of their perceptions of physical activity. School 3 students
especially responded well to liking physical activity ( 4.74), liking physical activity in Physical Education class ( 4.82), and
being more physically active in Physical Education ( 4.69) with 5 being highest positive perception score. While still a
positive response, classroom teacher encouragement to be physically active had the lowest perception of 3.64 out of 5.
School 4: Students' Perception of Physical Education Pilot Program
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School 4: Students' Perception of Physical Education Pilot Program
Question Post Mean Post SD
I like to be physically active.
4.51 0.64
I like to be physically active in PE.
4.63 0.56
I am now more physically active in PE.
4.37 0.85
I am now more physically active during recess.
4.56 0.79
I am now more physically active during lunch.
4.22 1.08
I am now more physically active after I leave school.
4.45 0.88
I am now more physically active on Saturdays and Sundays.
4.49 0.90
My classroom teacher encourages me to be physically active in
the classroom. 3.30 1.50
Every day during school I have lots of time to be physically active.
4.18 0.99
Note: SD = standard deviation
Students at School 4 generally answered favorably to questions of their perceptions of physical activity. School 4
students especially responded well to liking physical activity in Physical Education class ( 4.63) and being more active at
recess ( 4.56) with 5 being highest positive perception score. While still a positive response, classroom teacher
encouragement to be physically active had the lowest perception of 3.30 out of 5.
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Students' Perception of Physical Education Pilot Program Across Schools
Question Post Mean Post SD
I like to be physically active.
4.60 0.67
I like to be physically active in PE.
4.68 0.69
I am now more physically active in PE.
4.45 0.93
I am now more physically active during recess.
4.47 0.98
I am now more physically active during lunch.
4.27 1.08
I am now more physically active after I leave school.
4.45 0.98
I am now more physically active on Saturdays and Sundays.
4.39 1.06
My classroom teacher encourages me to be physically active in
the classroom. 3.62 1.49
Every day during school I have lots of time to be physically active.
4.26 1.08
Note: SD = standard deviation
Students across all schools were given a survey of their perceptions of physical activity after the Physical Education Pilot
Program. Students scored their responses on a picture scale ( which was later converted to numerical) with 1 being a very
negative/ untrue response and a 5 being a very positive/ true response. Students overwhelmingly responded favorably to
physical activity with highest positives in liking to be physically active in Physical Education ( 4.68) and in general, liking to
be physically active ( 4.60). Across all schools, the lowest, yet still favorable area was that of their classroom teachers
encouraging them to be physically active ( 3.62).
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School 1: School Personnel Perception of Physical Education Pilot Program
Question Post Mean Post SD
I regularly participate in physical activity with the students during the 2.85 0.94
school dav.
Daily physical activity breaks are needed for teachers as well.
3.52 0.57
I now understand better the importance of daily physical activity for 3.41 0.61
children.
My/ our students frequently talk about keeping themselves healthy and 3.00 0.67
phvsicallv active.
My/ our students are better behaved because of the increased number 3.03 0.82
phvsical activities throuQhout the school day.
My/ our students have a better academic performance because of the 3.26 0.68
increased number of physical activities throuQhout the day.
I have consistently implemented the use of classroom- based physical 3.21 0.78
activity breaks.
I am hapPY to continue usinQ classroom- based phvsical activity breaks. 3.48 0.71
For me, time for students in Physical Education is as important as time in 3.48 0.63
classroom subiects ( e. Q., Math, ReadinQ, & WritinQ).
I believe that the increased emphasis on physical activity is taking away 1.73 0.74
from classroom subiects.
Our school should do everything possible to continue funding current 3.72 0.52
efforts to promote our students' physical activity durinQ the school day.
Note: SD = standard deviation
School 1 personnel generally responded favorably to changes within the school as a result of the Physical Education Pilot Program.
Personnel especially recognized needing physical activity for teachers ( 3.52), being happy to continue to use classroom time for
physical activity breaks ( 3.48), and the value of Physical Education time as equal to classroom subjects ( 3.48) as high areas of
positive perceptions. Personnel also highly recommended working to continue current funding to promote students' physical activity
at school ( 3.72). Disagreeing with physical activity taking away classroom time ( 1.73) was another highly favorable response from
personnel at School 1.
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School 2: School Personnel Perception of Physical Education Pilot Program
Question Post Mean Post SD
I regularly participate in physical activity with the students during the
3.00 1.00 school day.
Daily physical activity breaks are needed for teachers as well.
3.67 0.58
I now understand better the importance of daily physical activity for 3.33 0.58 children.
My/ our students frequently talk about keeping themselves healthy and
3.00 0.00 ohvsicallv active.
My/ our students are better behaved because of the increased number 3.00 1.00 ohvsical activities throuQhout the school day.
My/ our students have a better academic performance because of the 3.50 0.71 increased number of physical activities throuQhout the day.
I have consistently implemented the use of classroom- based physical 3.00 0.00 activity breaks.
I am happy to continue usinQ classroom- based physical activitv breaks. 3.33 0.58
For me, time for students in Physical Education is as important as time in 3.67 0.58 classroom subiects ( e. g., Math, ReadinQ, & Writing).
I believe that the increased emphasis on physical activity is taking away 1.33 0.58 from classroom subiects.
Our school should do every1hing possible to continue funding current 4.00 0.00 efforts to promote our students' physical activity during the school dav.
Note: SD = standard deviation
School 2 personnel responded fairly favorably to changes within the school as a result of the Physical Education Pilot Program.
Personnel unanimously recommended working to continue current funding to promote students' physical activity at school ( 4.00).
Personnel also especially recognized the need for physical activity for teachers ( 3.67), better academic performance of students as a
result of increased physical activities throughout the day ( 3.50), and the value of Physical Education time as equal to classroom
subjects ( 3.67) as high areas of positive perceptions. Disagreeing with physical activity taking away classroom time was another
highly favorable response from personnel at School 2 ( 1.33).
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School 3: School Personnel Perception of Physical Education Pilot Program
Question Post Mean Post SO
I regularly participate in physical activity with the students during the 3.08 0.51
school dav.
Daily physical activity breaks are needed for teachers as well.
3.75 0.45
I now understand better the importance of daily physical activity for 3.50 0.67
children.
My/ our students frequently talk about keeping themselves healthy and 3.17 0.83
phvsicallv active.
My/ our students are better behaved because of the increased number 3.17 0.58
physical activities throuQhout the school day.
My/ our students have a better academic performance because of the 3.00 0.67
increased number of physical activities throuQhout the day.
I have consistently implemented the use of classroom- based physical 3.18 0.40
activity breaks.
I am happy to continue usinQ classroom- based physical activity breaks. 3.45 0.52
For me, time for students in Physical Education is as important as time in 3.75 0.45
classroom subiects le. o., Math, ReadinQ, & WritinQ).
I believe that the increased emphasis on physical activity is taking away 1.55 0.52
from classroom subiects.
Our school should do everything possible to continue funding current 3.75 0.45
efforts to promote our students' phvsical activitY durino the school day.
Note: SO = standard deviation
School 3 personnel generally responded favorably to changes within the school as a result of the Physical Education Pilot Program.
Personnel especially recognized needing physical activity for teachers ( 3.75), understanding importance of daily physical activity for
children ( 3.50), and the value of Physical Education time as equal to classroom subjects ( 3.75) as high areas of positive perceptions.
Personnel also highly recommended working to continue current funding to promote students' physical activity at school ( 3.75).
Disagreeing with physical activity taking away classroom time ( 1.55) was another highly favorable response from personnel at School
3.
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School 4: School Personnel Perception of Physical Education Pilot Program
Question Post Mean Post SD
I regularly participate in physical activity with the students during the No Data Available No Data Available
school day.
Daily physical activity breaks are needed for teachers as well.
I now understand better the importance of daily physical activity for
children.
My/ our students frequently talk about keeping themselves healthy and
physically active.
My/ our students are better behaved because of the increased number
I physical activities throuQhout the school day.
My/ our students have a better academic performance because of the
increased number of physical activities throuQhout the dav.
I have consistently implemented the use of classroom- based physical
activity breaks.
I am happy to continue usinQ classroom- based ohvsical activity breaks.
For me, time for students in Physical Education is as important as time in
classroom subiects le. o. Math Readina & Writina\.
I believe that the increased emphasis on physical activity is taking away
from classroom subiects.
Our school should do everything possible to continue funding current
efforts to promote our students' ohvsical activity durina the school dav.
Note: SD = standard deviation
No school personnel perception data was provided from School 4 due to administrative changes, long- term SUbstitutes, teacher
injuries, and other factors beyond the program or school's control.
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School Personnel Perception of Physical Education Pilot Program
Question Post Mean PostSD
I regularly participate in physical activity with the students during the 2.92 0.85 school day.
Daily physical activity breaks are needed for teachers as well.
3.59 0.54
I now understand better the importance of daily physical activity for 3.43 0.62 children.
My/ our students frequently talk about keeping themselves healthy and 3.04 0.69 • phvsicallv active.
My/ our students are better behaved because of the increased number 3.06 0.76
I physical activities throuohout the school dav.
My/ our students have a better academic performance because of the 3.21 0.67 increased number of physical activities throuQhout the dav.
I have consistently implemented the use of classroom- based physical 3.18 0.65 activity breaks.
I am happy to continue usinQ classroom- based phvsical activity breaks. 3.46 0.64
For me, time for students in Physical Education is as important as time in 3.57 0.58 classroom subiects ( e. Q., Math, Readino, & Writino).
I believe that the increased emphasis on physical activity is taking away 1.66 0.68 from classroom subjects.
Our school should do everything possible to continue funding current 3.74 0.49 efforts to promote our students' phvsical activity durino the school dav.
Note: SD = standard deviation
School personnel across all schools were given a survey of their perception of physical activity after the Physical Education Pilot
Program. Personnel scored their responses on a scale of 1 being a very negative/ untrue response and a 4 being a very positive/ true
response. Personnel responded highest to the need for daily physical activity breaks for teachers ( 3.59), valuing Physical Education
time as much as classroom subject time ( 3.57), and doing everything possible to continue funding for promotion for student physical
activity in the school day ( 3.74). Also, school personnel across schools responded positively to physical activity in disagreeing that
increased emphasis on physical activity takes away from classroom SUbjects ( 1.66).
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School 1: Parents' Perception of Physical Education Pilot Program
Question Post Mean Post SO
aI catmivivtyerayt amwyacrehilodf'sthsechinocorle. ased focus of promoting daily physical 3.40 0.66
Cacutrivreitnytldyu, rminya cthheilds'schsocohlodoal visthdaoninglasmtovreeatro. promote daily physical 3.51 0.62
My child has lots of opportunities to be physically active during school times. 3.18 0.61
I believe Physical Education is as important as classroom subjects ( e. g., 3.40 0.64 Math, ReadinQ, and WritinQ).
I try to be physically active with my child.
3.08 0.71
Because of my child, I am more physically active.
2.84 0.73
My child always likes being physically active. 3.38 0.65
My child is now more physically active after school.
2.98 0.68
My child is now more physically active on weekends.
3.00 0.71
My child is now more physically active during PE. 3.22 0.68
Note: SO = standard deviation
School 1 parents responded favorably to changes within the school as a result of the Physical Education Pilot Program. Parents
especially recognized that their school was doing more to promote physical activity than last year ( 3.51) and valued Physical
Education as being as important as classroom subjects ( 3.40). Lower response areas included personal parent physical activity
improving because of their child ( 2.84) and their child being more active after school ( 2.98).
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School 2: Parents' Perception of Physical Education Pilot Program
Question Post Mean Post SO
I am very aware of the increased focus of promoting daily physical
activity at my child's school. 2.91 0.71
Currently, my child's school is doing more to promote daily physical
activity during the school day than last year. 2.88 0.66
My child has lots of opportunities to be physically active during school
times. 2.93 0.60
I believe Physical Education is as important as classroom subjects ( e. g.,
Math, Reading, and Writing). 3.14 0.77
I try to be physically active with my child.
3.00 0.63
Because of my child, I am more physically active.
2.65 0.79
My child always likes being physically active.
2.94 0.66
My child is now more physically active after school.
2.63 0.72
My child is now more physically active on weekends.
2.64 0.73
My child is now more physically active during PE.
2.84 0.71
Note: SO = standard deviation
School 2 parents responded fairly favorably to changes within the school as a result of the Physical Education Pilot Program.
Parents especially valued Physical Education as being as important as classroom subjects ( 3.14). Lower response areas included
personal parent physical activity improving because of their child ( 2.65) and their child being more active after school ( 2.63) and on
weekends ( 2.64).
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School 3: Parents' Perception of Physical Education Pilot Program
Question Post Mean Post SD
aI catmivivtyerayt amwyacrehilodf'sthsechinocorle. ased focus of promoting daily physical 3.59 0.55
Cacutrivreitnytldyu, rminya cthheilds'schsocohlodoal visthdaoninglasmtovreeatro. promote daily physical 3.55 0.50
tMimyecsh. ild has lots of opportunities to be physically active during school 3.34 0.67
I believe Physical Education is as important as classroom subjects ( e. g.,
Math, Readina, and Writinal. 3.68 0.50
I try to be physically active with my child.
3.37 0.70
Because of my child, I am more physically active.
3.27 0.76
My child always likes being physically active.
3.44 0.61
My child is now more physically active after school.
3.49 0.59
My child is now more physically active on weekends.
3.41 0.61
My child is now more physically active during PE.
3.48 0.67
Note: SD = standard deviation
School 3 parents responded very positively across all areas to changes within the school as a result of the Physical Education Pilot
Program. Parents valued Physical Education as being as important as classroom SUbjects ( 3.68). Parents also recognized the
increased focus on physical activity promotion ( 3.59), that their school was doing more to promote physical activity than last year
( 3.55). The lowest response area included personal parent physical activity improving because of their child ( 3.27); however, this
score was still quite high.
School 4: Parents' Perception of Physical Education Pilot Program
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School 4: Parents' Perception of Physical Education Pilot Program
Question Post Mean Post SO
aI actmivivtyerayt amwvacrheilodf'sthsechinocorle. ased focus of promoting daily physical 3.07 0.61
Currently, my child's school is doing more to promote daily physical activity durino the school dav than last vear. 3.05 0.60
My child has lots of opportunities to be physically active during school times. 3.00 0.65
I believe Physical Education is as important as classroom subjects ( e. g., Math, Readino, and WritinQ). 3.39 0.63
I try to be physically active with my child.
3.15 0.69
Because of my child, I am more physically active.
2.78 0.79
My child always likes being physically active.
3.28 0.60
My child is now more physically active after school.
2.90 0.58
My child is now more physically active on weekends.
2.90 0.62
My child is now more physically active during PE.
3.05 0.50
Note: SO = standard deviation
School 4 parents responded favorably to changes within the school as a result of the Physical Education Pilot Program. Parents
especially valued Physical Education as being as important as classroom subjects ( 3.39) and indicated their child likes to be
physically active ( 3.28). Lower response areas included personal parent physical activity improving because of their child ( 2.78) and
their child being more active after school ( 2.90) and on weekends ( 2.90).
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Parents' Perception of Physical Education Pilot Program Across Schools
Question Post Mean Post SO
I am very aware of the increased focus of promoting daily physical
activity at my child's school. 3.29 0.69
Cacutrivreitnytldyu, rminyo cthheilds'schsocohlodoal visthdaoninglasmtovreeatro. promote daily physical 3.32 0.66
My child has lots of opportunities to be physically active during school
times. 3.14 0.64
MI baethlie, vReePadhiynsoi, caalnEddWucraititnioonl. is as important as classroom subjects ( e. g., 3.41 0.67
I try to be physically active with my child.
3.14 0.70
Because of my child, I am more physically active.
2.89 0.79
My child always likes being physically active.
3.28 0.66
My child is now more physically active after school.
3.00 0.72
My child is now more physically active on weekends.
3.00 3.00
My child is now more physically active during PE.
3.18 0.69
Note: SO = standard deviation
Parents of students in the Physical Education Pilot Program across all schools were given a survey of their perception of physical
activity after the project. Parents scored their responses on a scale of 1 being a very negative/ untrue response and a 4 being a very
positiveltrue response. Across schools parents valued Physical Education as being as important as classroom subjects ( 3.41)
Parents agreed that their child's school was doing more to promote physical activity than last year ( 3.32). An area in which parents
scored lower was being more physically active because of their children ( 2.89). In comparing scores between schools, School 3 had
an overwhelmingly positive response to the program with an average score of 3.5 in all areas.
Physical Education Pilot Grant Program
PERCEPTION OF STUDENT PHYSICAL ACTIVITY
TIME AT SCHOOL BY SCHOOL PERSONNEL &
PARENTS
Estimated Daily Student Physical Activity Minutes at School
60 I ¥..• L' I
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A = personnel data was not available from School 4 due to
administrative changes, long- tenm substitutes, teacher injuries,
and other factors beyond the program or school's control
''""
Estimated Daily Student Physical Activity Minutes at School
School Personnel Estimate Parent Estimate
School Post Mean Post SO Post Mean Post SO
Across All Schools 54.15 13.22 54.89 19.46
School 1 56.15 13.88 55.18 17.45
School 2 50.00 20.00 57.07 21.93
School 3 50.83 9.96 52.50 21.99
School 4 No data No data 54.41 16.73
Note: SO = standard deviation
Parents and school personnel were asked to estimate in minutes how much physical activity students participated in throughout a
given school day during the post- intervention stage of the project. Interestingly, across all schools, parents and school personnel
estimated a near identical amount of student physical activity which was close to 55 minutes. Looking at individual schools, school
personnel estimates vs. parent estimates were also quite similar. School 2 had the biggest difference ( about 7 minutes) between the
two groups of respondents. No school personnel perception data was provided from School 4 due to administrative changes, long­term
substitutes, teacher injuries, and other factors beyond the program or school's control.
Physical Education Pilot Grant Program
ACTIVITY BREAKS
Activity Breaks
Activity breaks in this project are breaks during regular classroom time which are
implemented by classroom teachers. These breaks were from 5- 10 minutes long and
would be comprised of activity time that would get students out of their seats and
physically active in the classroom. Some schools purchased pre- made activity break
cards, while other teachers and schools developed their own activity break sessions.
Data from teachers who reported the number of activities taught is reported together.
This graph includes data from six teachers from School 2, one teacher from School 1
and 31 teachers from School 4. School 3 teachers did track their classroom activities;
however this tracking was in a manner that would not allow sufficient activity break
information to be compared to the other schools. Teachers incorporated either recess
or classroom activities into their curriculum. The number of activities taught by school is
best illustrated by the following table:
Number of Activity Breaks in Physical Education Pilot Program
School
# of Sep- Oct- Nov- Dec- Jan- Feb- Mar- Apr- May-
Teachers 07 07 07 07 08 08 08 08 08
School 1 1 12 8 - - - 11 9 10 -
School 2 6 40 73 3 - 8 64 46 - -
School 3 Activity break data was insufficient to report.
School 4* 31 - - - 201 286 311 244 235 80
* Note: The data presented in this table incorporates all 6th grades from School 4 ( K- 5)
which leads to the large number of activities taught relative to the other two schools.
69
Physical Education Pilot Grant Program
INTERVIEWS WITH SCHOOL PERSONNEL,
ADMINISTRATORS, & PARENTS
Interview Findings
Below are findings from our investigation into the perspectives teachers held of
their schools' one year implementation of a Physical Education Pilot Program. Four
elementary schools in the state of Arizona each proposed a plan to supplement and/ or
overhaul their physical education programs in an effort to increase opportunities,
knowledge and the positive habits associated with healthy and active lifestyles. Each
school will be described by number ( e. g., school one, school two, etc.) and all names
below are pseudonyms. While each school implemented independent proposals, a few
themes emerged that showed to cut across the distinctive nature of each school. Those
themes were educating the whole child including the adoption of healthy and active
lifestyles; children and community wellness; physical activity and academics; and
change, resources, and sustainability.
Educating the Whole Child- Adoption of Healthy and Active Lifestyles: An initial
and important finding of this investigation was that most of the personnel interviewed for
this project ( teachers, administrators, support staff, paraprofessionals, and students)
had a clear understanding of why they felt their schools Physical Education Pilot
Programs were important. For example,
The sedentary lifestyle with playing video games and watching television, I
think, is definitely a component of kids being inactive and increased
childhood obesity... Everyone who is involved with education knows that
childhood obesity and inactivity rates are up so I see this as a catalyst to
kind of make the pendulum swing the other way, to get kids more active
and have them be aware of changing their lifestyle or eating habits.
( James, PE teacher)
As seen above, the idea of fostering healthy and active lifestyles was most often
discussed as the justification for increasing physical activity and health
education/ opportunities for all the school children. In conjunction with this, the idea of
children's health was not a static stand alone reason unto itself. Good health was also
viewed something of value because of how it spilled into other areas of life. For
example, Laura, a PE teacher discussed,
I would say long term it is important for these kids to leam healthy habits.
And... they will need to be active for life and that it's going to lead to
affecting every aspect of health, and the world could benefit from it, and
their careers.
Many teachers viewed teaching the " whole" of each child, and viewed each area of the
school day as affecting a child's experience and development. In reference to this
project, many teachers believe a healthy child would perform better academically.
I think we have to not just teach kids academically, but they need to be
physically fit too, and this will help their academic scores... So to be
73
healthy in your school it's not just academically, it's physically, it's
emotionally and it's socially and we try to attack every part of that. We go
back to the well- rounded kid. ( Mr. Smith, administration)
Children and Community WeI/ ness: Overwhelmingly teachers perceived their
school's Physical Education Pilot Program to be a sound success in its ability to have a
positive impact on their students. Teachers viewed their Physical Education Pilot
Programs as an important step in changing a culture that they viewed to be designed in
opposition to a healthy and active lifestyle.
One of our biggest goals was to try and change the whole culture of the
school to be a physically active school and in doing so implementing
various programs... in order to try and change not only the perspective in
the school setting of the importance of living a healthy and active lifestyle
but also from the community's perspective as to what we're doing here.
( Laura, PE teacher)
Teachers had hope for programs like this to have their effects spill into the larger
families and communities their students come from. For example,
I think the physical education program in the school can set the foundation
in place and the next piece is that information gets disseminated to the
community so that we make it a community effort. If all of it sits set with
us, then there is not going to be changes in lifestyle. It has to be a
community effort. ( Laura, PE teacher)
However some were very aware that it takes more than singular school programs to
change larger societal issues. The issues surrounding physical inactivity and unhealthy
behaviors are all tied to larger political and economic forces.
We have gotten so many incredible things for our school that our kids
would never have been able to experience, particularly because they are
from a lower socio- economic status, so keeping that in mind, knowing our
particular school, our kids outside of school are not going to have the
opportunities to be involved with gymnastics or experience a rock- elimbing
wall at their gymnastics club, be in organized sports, because of cost. It is
poverty. Our school has a high percentage lower socio- economic status
students. ( James, PE teacher)
Physical Activity and Academic Relationships: Teachers discussed often the
positive relationship between a healthy body and a healthy mind. Physical activity and
good nutrition were two components most often discussed as being important to bodily
health.
A healthy body leads to a healthy mind. The healthier a child is, the more
attention they can pay to their studies, the more aware of their
surroundings they are. We also [ in conjunction with everyday PEl have a
74
program where children get breakfast in the morning. Some kids at home
don't always get to eat breakfast in the morning. Nutrition is important.
( Charles, PEl
Teachers discussed classroom based physical activity breaks and the benefits these
breaks had on students' academic work. For example, Monica, a fifth grade teacher
discussed,
I think it does help them focus because like I said, the glazed over look is
something we start to see early in the morning, all the way through the
afternoon and this gets them up and moving around. They're more
productive if they get a break.
Many teachers often discussed multiple values associated with taking a minute to " get
the wiggles out. ·
I like doing it [ activity breaks). I like doing it because you can tell when the
kids are getting a little antsy and they just check out and so that's kind of a
nice way to get them out of their seat, get them moving and then get right
back to work. ( Brittany, 1st grade teacher)
It's a really good outlet... they're not only exercising and doing active
things but they're also getting out their extra energies and they're not
going crazy sitting at their seat, so it gives them a boost to do their
academic work instead of lollygagging around ( Jaimie, 1st grade teacher)
However teachers described great variance in how they would " do · these breaks, with a
continuum of teachers who would use a variety of program provided activity cards,
I started looking at the activity cards and there were a few on there that
they love and some of them they hated... Sherlock Holmes was the first
one we did and they loved it... They really loved the volleyball. .. They
beanbag balance relay, that didn't work. ( Julie, 6th grade teacher)
And those who would make up " little games · on the spot.
I thought it was really good [ the activity breaks] and I think the kids really
benefited from it. I did not use all the activities in the activity card. I
basically did my own thing with them. We played a lot of volleyball that
was fun; they loved it. ( Betty, 4th grade teacher)
Some teachers also discussed the ease of implementing these breaks,
They don't really require much equipment and you can just drop what
you're doing and take a ten minute break and do an activity and go back
to what you're doing. I think it helps them focus and I really think it has
been successful. ( Julie, 6th grade teacher)
75
One school had a special wellness room set up with a very popular dance program
called Dance Dance Revolution, otherwise known as DDR. Teachers could sign their
classes up for fifteen minute sessions, with some teachers being identified as " regulars:
A large reason for their popularity was the utility of these activities to help refocus
students finding it hard to concentrate.
When we're trying to conquer particular objectives when the kids are really
like, oh wow, you can see that glazed look in their eyes and you can tell
you know those kids that work really hard and try so hard and they're
confused and they're about to cry because they are stuck. So physically it
does get the wiggles out, and for some they need that mental break.
( Joseph, 3' d grade teacher)
It was also used as a motivational carrot to entice kids to behave during class, as Sam
( 2nd grade) noted, " they knew if they got through testing or we got through some big
activity where they had to be behaved that we could go use the wellness center. .."
These breaks however, took place within the contextual reality of a contemporary
classroom. Namely time was always short, and anything not directly addressing high­stakes
standardized tests was at times viewed as having to be " squeezed in:
Structured recess zones were a popular piece that schools one, three and four
implemented in their Physical Education Pilot Programs. These zones were viewed to
help decrease the amount of behavioral issues and also to increase physical activity
among students, especially for those students not traditionally very active:
I used to have to deal with a lot of behavioral issues when we came back
from recess because we are not out there with them and I typically don't
have as many of those situations, those clique things, those little girl
situations because I think [ with the structured recess zones] they are busy
and have activities to do. So I think that is one huge thing I've noticed and
I think in general they are just much more active period. ( Jenny, 3rd grade)
I man the ones who especially are not like super, super physically active,
you know, the ones who are more inclined to bowl or to play scoops and
balls ... at least they are doing something, whereas, if they didn't have that
they could be just standing around under the shade. ( Sara, physical
activity aid)
Change, Resources and Sustainability: Closely tied to economic realities are the
sustainability aspects of a program. Teachers were very aware that their school's
Physical Education Pilot Programs were one year only and many expressed emotions
of fear and frustration at the thought of not having what they have had this year. Patti a
fourth grade teacher, discussed,
I think it's been great and I would hate to see it not be here next year. That
concerns me a little bit because I think it's been such a great program, [ it
is hard] to think we might not have that next year, I think would be a drag.
76
One teacher on the possibility of losing their PE teacher,
I wish we could keep our PE program. It doesn't really sound like we're
going to be able to. I would have to go back to getting an aide because I
think that's a real step back for a lot of reasons. Whether it's our PE
teacher now or someone else I hope they have someone who is trained
because a lot of people think that PE is just running around. ( Julie, 6th
grade teacher)
The school that implemented everyday PE will be able to maintain PE three days a
week. This school and others also speculate being able to sustain recess zones through
the use of teaching aides and paraprofessionals. However it should be noted that many
teachers were wary of how the program would look once the funding was gone; and
were pessimistic regarding adding and improving upon programmatic pieces without
continued funding and support. Most of all, the teachers felt for their students:
I think the kids are going to be truly disappointed and saddened at the fact
when they come back next year and not be able to have it [ everyday PEl.
My fear is they're going to look at me and say well why don't I get it? For
me to justify why we can't have it as being a budgetary situation is going
to be very hard. ( Laura, PE teacher).
77
Physical Education Pilot Grant Program
STUDENT ABSENCES & NURSE VISITS
School 1: Student Absences & Nurse Visits
- 8%
Nurse Visits
Information based on Physical Education Pilot Program participants only.
10.00
9.00
8.00
"--":<: J: 67.000 0 In
~. C". o 5.00
co " Cl
E 4.00 ~
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3.00
2.00
1.00
0.00
Absences
•= statistically significant
''""
School 1: Student Absences & Nurse Visits Based on Physical Education Pilot Program Participants
Measure Pre Mean Pre SD Post Mean Post SD % Change
Absences 7.76 5.40 6.89 2.02 - 11%"
Nurse Visits 9.32 9.28 8.55 8.43 - 8%
Note: SD = standard deviation
"= statistically significant
Student data from School 1 indicated that significant changes in absences ( 11 %) were observed over the course of the
intervention. Decreased incidences were reported at post- test for absences nurse visits (- 8%).
.0.0.
School 2: Student Absences & Nurse Visits Based on Physical Education Pilot Program Participants
Measure Pre Mean Pre SD Post Mean Post SD % Change
Absences
Insufficient Insufficient Insufficient Insufficient Insufficient
Data Data Data Data Data
Nurse Visits
Insufficient Insufficient Insufficient Insufficient Insufficient
Data Data Data Data Data
Note: SD = standard deviation
Insufficient data was available to report in the areas of absences and nurse visits for School 2 due to the type of absence
and nurse visit tracking system used by the school.
School 3: Student Absences & Nurse Visits
12.00 I I
2.00
0.00 I I
I I
10.00
- 21%
I
I I I - 8.00 . c.:
I I - 18%' " C -" I II)
I lJ Pre
~.. 6.00
I • Post
Co
' It
.. I I 0> Cl .... '"~..><
4.00
Absences Nurse Visits
Information based on Physical Education Pilot Program participants only.
, = statistically significant
CD '"
School 3: Student Absences & Nurse Visits Based on Physical Education Pilot Program Participants
Measure Pre Mean Pre SO Post Mean Post SO % Change
Absences 7.48 4.86 6.17 4.70 - 18% ·
Nurse Visits 10.05 14.01 7.92 7.69 - 21%
Note: SO = standard deviation
• = statistically significant
Student data from School 3 indicated favorable changes in the number of absences and nurse visits. Significant reduction
in absences (- 18%) were observed. While non- significant, nurse visits were also reduced (- 21 %).
00
a>
School 4: Student Absences & Nurse Visits Based on Physical Education Pilot Program Participants
Measure Pre Mean Pre SD Post Mean Post SD % Change
Absences
Insufficient Insufficient Insufficient Insufficient Insufficient
Data Data Data Data Data
Nurse Visits Insufficient Insufficient Insufficient Insufficient Insufficient
Data Data Data Data Data
Note: SD = standard deviation
Insufficient data was available to report in the areas of absences and nurse visits for School 4 due to transfer of school
records to a new system.
Absences & Nurse Visits Across Schools
12.00 I ,
2.00
0.00 I I
10.00
I I I
a. ooL I
- 14%
L - c:
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2
Vl
~' c". 6.00
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Cl
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. Post
~'"
4.00
Absences Nurse Visits
Information based on Physical Education Pilot Program Schools only.
• = statistically significant
co
co
Student Absences & Nurse Visits Across Schools Based on Physical Education Pilot Program Participants
Measure Pre Mean Pre SO Post Mean Post SO % Change
Absences 7.62 5.11 6.60 4.90 - 13%"
Nurse Visits 9.62 11.77 8.31 8.03 - 14%
Note: SO = standard deviation
"= statistically significant
Both student absences and nurse visits decreased over the course of the Physical Education Pilot Program. Average
absences per student decreased by a statistically significant 13%. While not statistically significant, it is still important to
note that average nurse visits per student decreased by 14%.
Physical Education Pilot Grant Program
STUDENT DESCRIPTIVE INFORMATION
-'"
Student Descriptive Information
N Mean Age Mean BMI
Boys Girls Boys Girls Boys Girls
All Students
3~ Grade 11 4 8.27 7.75 17.50 15.12 16.82
4'" Grade 201 210 9.10 8.98 19.40 18.88 19.14
5'" Grade 194 202 10.11 10.00 19.97 19.19 19.56
6'" Grade 10 6 11.00 11.17 19.29 18.18 18.81
7'" Grade 11 12 12.18 11.92 20.35 21.06 20.72
8m Grade 9 14 13.11 13.14 19.09 22.25 21.05
All Grades 436 448 10.68 10.49 19.27 19.11 19.35
Total 884 10.59 19.27 19.11 19.35
School Personnel Descriptive Information Across Schools%
Descriptive Item Value
Gender
Male 17%
Female 83%
AveraQe number of years teachinQ 7.69 ( SO 7.51)
Ethnic BackQround"
Caucasian 50%
Hispanic 47 %
African- American < 1%
Native American -
Asian/ Pacific Islander -
Other ethnic backaround -
Note: ' llo = Data based off of school personnel Involved this project
SD ;;; standard deviation
- = Only 27% response to this question
Physical Education Pilot Grant Program
. APPENDIX
APPENDIX A
Senate Engrossed House Bill
State of Arizona
House of Representatives
Forty- seventh Legislature
Second Regular Session
2006
CHAPTER 326
HOUSE BILL 2140
AN ACT
ESTABUSHING THE PHYSICAL EDUCATION PILOT PROGRAM; MAKING AN APPROPRIATION.
( TEXT OF BILL BEGINS ON NEXT PAGE)
Be it enacted by the Legislature of the State of Arizona:
Section 1. Physical educatioo pilot program; requirements
A. The department of education shall establish a two- year physical education pilot program consisting
of at least the following schools:
I. One school from a county with a population of more than six hundred thousand persons.
2. One school from a county with a popuiation of six hundred thousand persons or less.
3. One school that has a high percentage of students in poverty.
B. The department of education shall establish application procedures and additional selection criteria
for school district schools or charter schools that wish to apply for participation in the program. Grant
applications shall contain a detailed analysis clearly indicating what is necessary for the school to
participate in the program and how the money will be used to meet the necessary requirements of the
program for two years. The department of education shall award grants from monies appropriated for
this purpose to school district schools or charter schools that are selected to participate in the pilot
program. School district schools or charter schools that are selected to participate in the pilot program
shall include a curriculum with the following components:
I. Structured physical education totaling at least one hundred fifty minutes per week.
2. A structure for each physical education class that follows the centers for disease control guidelines
that recommend moderate to vigorous physical activity for fifty per cent of classroom time.
3, At least one certified physical education teacher for every five hundred pupils.
4. An annuai assessment that provides an evaluation of the pilot program participants' improvement in
the current year compared to the previous year.
5. A person who is responsible for the pilot program oversight at the school district level or at the
school site level and who serves as the contact person for reporting and monitoring by the department
of education.
C. Schools selected to participate in the pilot program shall ensure that every pupil who is enrolled in
grades one through twelve participates in physical education, including pupils in special education
programs unless the pupil's individualized education plan prOVides otherwise. Pupils shall participate in
physical education for at least one hundred fifty minutes during each school week beginning in fiscal
year 2006- 2007 through fiscal year 2007- 2008. The physical education required in this section may
consist of a combination of physical education programs and additional physical activities, including
95
healthy schools programs that are integrated into existing curricula. For the purposes of this
subsection, " healthy schools programs" means both:
1. Physical activity such as bodily movement of any type, including activity breaks in between subject
matter breaks or after sixty minutes of instruction and motivation of pupils during lunch and recess
periods and throughout the school day.
2. Additional physical activities such as physical activities that include healthy schools and well ness
programs and that are integrated into existing curricula.
D. School districts that participate in the pilot program shall annually report to the department the
following information about the pilot program:
1. The annual cost of the pilot program and budgeted expenditures.
2. The participation level of pupils, including the number of pupils who were exempted from the pilot
program, the reasons for the exemptions and the actual amount of physical activity.
3. The performance indicators adopted by the school.
4. The manner in which the school met the time and integration requirements in relationship to the
regular adopted curriculum.
5. An assessment of the community acceptance of the pilot program.
E. The department of education shall use the data provided by schools that participate in the pilot
program and submit a report on or before December 15, 2008 to the governor, the president of the
senate and the speaker of the house of representatives that summarizes the effectiveness and costs
to the schools of the physical education pilot program required by this section. The department of
education shall provide a copy of this report to the secretary of state and the director of the Arizona
state library, archives and public records.
Sec. 2. Appropriation: department of education: exemption
A. The sum of $ 600,000 is appropriated from the state general fund in fiscal year 2006- 2007 to the
department of education for grants to be distributed to schools that are selected to participate in the
physicai education pilot program established by this act.
B. Of the monies appropriated pursuant to subsection A of this section, the department of education
may use up to $ 25,000 to provide technical assistance to schools that request assistance with
applications for the grants distributed pursuant to this act.
C. The appropriation made in subsection A of this section is exempt from the provisions of section 35­190,
Arizona Revised Statutes, relating to lapsing of appropriations until June 30, 2008.
D. The department of education shall request a separate line item appropriation for fiscal year 2007­2008
to fund the pilot program.
Sec. 3. Delayed repeal
This act is repealed from and after September 30, 2011.
APPROVED BY THE GOVERNOR JUNE 21, 2006.
FILED IN THE OFFICE OF THE SECRETARY OF STATE JUNE 21, 2006.
96
APPENDIX B
Barriers
SECTION G: Think about your life, do the following things keep you from being physically active?
Remember that physical activity can be any play, game, sport, or exercise that gets you moving and
breathing harder. There are no wrong answers.
· Note: Lack means not very good. Self- conscious means not happy with how you look
I. Lack of convenient place to do physical activity. Yes No
2. Do not have anyone to do physical activity with me. Yes No
3. Physical activity is too much work. Yes No
4. Lack oftime. Yes No
5. Self- conscious ofmy body when I do physical Yes No
activity.
6. I have too much homework. Yes No
7. Lack of skills. Yes No
8. I'm chosen last for teams. Yes No
9. Lack of equipment. Yes No
10. Weather is too bad. Yes No
II. Lack of interest in physical activity. Yes No
12. Lack of knowledge on how to do physical activity. Yes No
13. Self- conscious about my looks when I do physical Yes No
activity.
14. No one at my skill level to do physical activity with Yes No
me.
15. Too overweight to do physical activity. Yes No
16. Friends ( other kids) don't like to do physical activity. Yes No
17. Being active is physically uncomfortable Yes No
18. I do not like how my body feels when J do physical Yes No
activity.
19. Friends tease me during physical activity/ sports. Yes No
20. Physical activity is too bard. Yes No
21. Don't want people to see my body when I do Yes No
physical activity.
STOP HERE
97
STUDENT SURVEY
DIRECTION:
For each question, place all " X" under
the face that best describes your
feeling about the folio will/? stat,
@ @ < e-~ e,-~ e~
< 0 co
.. ..
1. 1 always like to be pbysically active
2. 1 like to be pbysically active in PE
3. 1 like wearing pedometers
4. I am now morc physically active during PE
5. 1 am now morc physically active during recess.
6. My classroom tcacher encourages me to be
physically active in the classroom
7. I am now more physically active during Lunch
break
8. f am now morc physically active after I leave
school
9. I am DOW morc physically active on Satru- days
and Sundays.
10. Every day during school I have lots oftime to be
physically active
i ()
J WI ~ [ e I ,,"
f
fl
APPENDIX D
SCBOOL STAFF SURVEY
School: ----,;::-:_
Date:
Classroom Teacher name: _
DIRECTION:
For each question, place an " X" in one box on tlte right hand side tltat best describes yourfeeling about the/ ollowing stQtement~'
Very Very
Statements True True Untrue untrlle
I. I am familiar wilb our school's efforts to promote daily physical activity
amongst our students
2. Because of our school's efforts in promoting daily physical activity, our students
are now more active during the school day.
3. I regularlv narticinate in nhvsical activitv with lbe students during the school day
4. I now promote physical activity as part of my daily work at this school
5. My/ Our students frequently talk about keeping themselves healthy and physically
active
6. My/ Our students now have a lot nf time throughnut the school day to be
nhvsicallvactive
7. Daily physical activity hreaks for teachers are needed as well
8. My/ our students are helter behaved hecause of the increased numher of physical
activities lhrou2hout the school day
9. My/ our students have a helter academic performance hecause of the increased
number of nhvsical activities during the day
10. I now understand belter the importance of daily physical activity for children
II. The parents of our students are very aware ofour school's effort on physical
activity.
12. During Parent- Teacher Conferences, discussion of the student's physical activity
is included
13. I have consistently implemented lbe use of classroom- based physical activity
hreaks
14. I am happy to continue using classroom- based physical activity breaks
15. For me, time for students in Physical Education is as important as time in
classroom subiects le. g. Math Reading. & Writing)
16. I am willing to give up classroom time for students to have more time in Physical
Education
17. I believe that the increased emphasis on physical activity is taking away from
classroom subiects
18. Our school should do everything possible to continue funding current efforts to
promote our students' nhysical activity during the school day
19. Because of our school's efforts to promote physical activity in our students, 1
now am more aware of its importance for all neonle
20. Because of our school's efforts to promole physical activity in our students, I
now engage in physical activity more often myself
Provide your best estimate on tbe number of minutes during tbe scbool day that your students bave tbe opportunity to engage in
pbysical activity below:
( CIRCLE ONLY ONE):
30 min. 40 min. 50 min 60 min. 70 min. 80 min. 90 min.
THANK YOU VERY MUCH
99
APPENDIX E
PARENTS' SURVEY
School: --=::---=- I am the ( circle one): Father
Classroom Teacher name: _
Date:
Study ill:
Mother Guardian
Very Very
Statements Untrue Un/ rue True True
I. Because of the school's efforts in promoting daily physical activity, my child is
now more active than previouslv
2. Because of the school's efforts in promotiDg daily physical activity, my child is
now more active on weekends
3. I am very aware ofthe increased focus on promotiDg daily physical activity at
my child's school
4. Currently, my child's school is doing more to promote daily physical activity
during the school day than last year
5. My child talks a lot about being healthy and active
6. During every school day my child has lots of time to be physically active
7. My child's school docs enough to promote daily physical activity
8. I helieve Physical Education is as important as classroom suhjects ( e. g., Math,
Reading, and Writing)
9. I try to he physically active with my child
10. Because ofmy child I am more physically active
II. I know a lot about the new focus on promoting daily physical activity at my
child's school
12. I build physical activity into my day on most days
13. J would like to learn more about my child's school's efforts to promote daily
nhvsical activity
14. Because of the school's efforts in promotiDg daily physical activity, my child
is now more active on weekends
15. My child always likes being physically active
16. My child has lots of opportunities to be physically active during school times
17. My child likes to wear a pedometer
18. My child is now more physically active after school
19. My child is now more physically active on weekends
20. My child is now more physically active during PE
For each question, place an uX" in one box Oil the right hand ~ iide that hest describes yourfeeJilrg about the following statements
Please provide your best estimate on tbe number of minutes during the scbool day that your child has the opportunity to engage in
physical activity below:
( CIRCLE ONLY ONE)
30 min. 40 min. 50 min 60 min. 70 min. 80 min. 90 min.
THANK YOU VERY MTICH
100
APPENDIX F
Pedometer used in the Physical Education Pilot Project Evaluation
Yamax DigiwalkerSW 200 ( OW). The OW is an electronic pedometer with a horizontal,
spring- suspended lever arm which moves up and down with vertical accelerations of the hip.
When accelerations are ~ 0.35g, the lever arm makes an electrical contact and one event ( i. e.,
step) is recorded and displayed on a digital display screen. The OW model used herein does not
have a memory function. Studies assessing the validity and reliability of scores produced by the
Yamax SW- 200 have indicated that it is an appropriate instrument for the measurement of
children's physical activity levels ( Rowlands et aI., 1999). This model of pedometer has
produced valid and reliable scores in measuring children's physical activity ( Barfield, Rowe, &
Michael, 2004; McKee, Boreham, Murphy, & Nevill, 2005). Schneider, Crouter, and Bassett
( 2004) deemed the Yamax Oigiwalker SW- 200 the criterion or " gold standard" pedometer for
free- living physical activity research studies and thus was used in this project.
1111 ljl'll I I IblJ 1/ 11 II II 1111 t III II Jill 1111111 III II 1111 I I'
16ln 2 .. 3 """ 4- "" 5
101
1\
APPENDIX G
Data Collection Protocol for Pedometers and
Accelerometers
Pedometers and Accelerometers
To accurately determine activity levels of youth, pedometer step counts ( and for some students,
accelerometer data) are recorded for eight consecutive days, e. g. beginning on a Monday and
ending on Monday of the next week. The following is a step- by- step protocol to guide data
collection throughout this segment of the study:
I Day 1
1. Orientation
• Explain, " Pedometers are lillie machines that measure the number of steps you take".
• Show the Reset button.
• let children hold a pedometer, shake the pedometer, and reset the pedometer.
• Explain that the pedometers must be worn on the belt, in line with the right knee. let the
children put the pedometer on and do a " class check" to make sure pedometers are in
the proper position. The pedometers must remain in the upright vertical position in order
to accurately register counts. If a student is wearing something without a firm waistband,
a belt will be provided.
• Politely and firmly explain that it is important that the pedometers not be reset. If reset
the data will not be able to be used.
• Explain the prior day's activity ( PDA) sheet. All children will fill out a PDA for every day.
When analyzing the data, we will use PDA sheets, specifically if a child's activity level is
unusually high or low.
2. Pedometer Distribution
• Each child will be assigned a pedometer number. Distribute based on designated
pedometer number (#' s are engraved on the back of the pedometer). This is done best
by calling out names of the children and explaining that from now on you will call out
pedometer numbers when distributing.
• Have children put the pedometers on and make note of the time. Every effort should be
made to record data and have the pedometer back on the students at the same time all
eight days.
• Issues such as specials, assemblies, etc., will need to be considered when determining
the time to collect data. Generally the morning is most efficient as the " routine" works
best with most classroom moming schedules.
• A routine for daily pedometer distribution should be developed by the classroom teacher.
As mentioned above, calling out pedometer numbers is efficient. ( You will need to work
with the teacher to determine the most efficient routine).
102
3. Review of Procedures with Classroom Teacher
o Remind teachers to establish a routine for collecting and returning pedometers
efficiently.
o The following is a very efficient routine
o Students will be prompted to record their data up to eight times and they then fill out
their personal data sheet.
o Students who have forgotten their pedometer should call home as soon as possible
to see if the pedometer could be brought to school. ( Forgotten pedometers will be
addressed in data recording as well.)
o Remind teacher to have children fill out PDA sheet first thing in the morning. This will
allow for the best activity recall for students.
o You will also need an attendance sheet each day. This will let you know how many
absences, " forgots", etc. each day. ( See Tuesday - Thursday step 2 and 3 for more)
o Review Pedometer Distribution as well.
I Day 2- 8
o Allow 45 minutes - 1 hr. to complete steps 1- 6.
1. Collect Pedometers
o Report to the classroom and collect the tub at the same time pedometers were
distributed on Monday. Pedometers and PDAs should already be in the tub. If not,
please be patient, new routines will take a day or so to be established. In a four- day
study, they may never be established. If the teacher is open to help, offer your
assistance, as this will expedite the process. Take this extra time into consideration
when planning data collection.
o When carrying pedometers please attempt to minimize excess shaking of the tubs
and/ or pedometers to prevent added counts.
2. Prompt to Record Step Counts
o Students will reset pedometers ONLY after recording first thing in the morning. The
pedometers are to not be reset any other time.
o Prompt students to record data and make any notes regarding problems or issues with
the data collection ( See symbols below for standardization).
o Standard abbreviations will include:
o F = Forgot
o L = Lost
o D = Damaged
o ? = Step counts seem unusual relative to this child's other days (+ or - 2,500
counts).
o 10:= Pedometer Retumed
o • = Pedometer # Change
3. Summarizing " needs"
o We have found it helpful and efficient to make a list of children you need to talk to
regarding " Forgotten", " Lost", " Damaged", and " Questionable" pedometers, respectively.
This will allow you to talk to groups of students with similar issues.
103
• The following are a list of the scenarios you will be faced with and how to handle them
with a " needs" note.
o ( F) orgotten Pedometer:
Ask the child, " Is there anyone at home that can bring the pedometer to you?"
" If the answer is yes, you may have to show the teacher how to
secretly " slip" the cable off, record the data/ time, and reseal in the
event that the pedometer arrives after you have left.
" If the answer is no, tell the child NOT to put the pedometer on when
he/ she gets home. Put it on the next moming. This will eliminate
missing two days of data. Also, firmly and politely remind the child that
they " need to wear the pedometer in tomorrow morning".
• A follow up to a " No" response, will be necessary the following day.
This will be an attempt to find out when the pedometer was put on.
Please make notes about this.
• For example, ask, " When did you put the pedometer on?" If
they look confused, give prompts such as, " Did you put it on
yesterday after schoolT
• More examples will be given and discussed during training for
the study.
o ( L) ost Pedometer:
If child says the pedometer is lost, courteously encourage the child to find the
pedometer and bring it in.
o ( D) amaged Pedometer:
Collect the pedometer and find out how it was damaged.
Using your own discretion, determine if you will replace the pedometer with
an extra pedometer or collect the damaged pedometer and thank the child for
participating.
• Reasons not to give a child another pedometer include: chewed by
their dog, submerged in water, or, smashed. This type of damage can
easily reoccur.
• Reasons to give a child another pedometer include: broken clasp or
slightly cracked casing.
If a new pedometer is issued, on the Pedometer Step Count Data Sheet
( PSCDS) please mark off the old number, write in the new number and place
an • by the child's name.
o Questionable(?) Slep Counts:
If you have a PDA for a child with a questionable step count, please set it
aside for the researchers to look at later.
If you do not have a PDA for the child, ask the child, " Can you remember
what you did last night?" and record any answers on a PDA for the child.
Regardless of the response, please fill out a PDA with any information you
could gather.
The previous steps ensure that we will have a PDA for all questionable step
counts.
104
4. Resetting Pedometers
o After all the data has been recorded prompt students to close and put their
pedometers back on. ( Again, the only time the pedometers are reset is first thing in
the morning).
5. Day 8/ Return Pedometers
• When returning pedometers, make sure there are enough PDA sheets for the entire
class in the tub.
• To ensure the pedometers are distributed and put on immediately, it may be best to
assist in pedometer distribution.
• Again, simply calling out pedometer numbers has been efficient in other studies.
• Before you leave, make sure the pedometers are on each student and you have all of
the answers for your " needs' note.
6. Address Lost, Damaged, or Forgotten Pedometers
• See step 4.
• We encourage you to make detailed notes on the data sheet. This will be very helpful
when we are analyzing the data one or two months after the project.
IDayB
1. Collect Pedometers
• Same as above
• On Friday, place a check mark by all of the pedometers that are returned.
2. Record Step Counts
• Same as above
3. Keep Pedometers
• To prepare pedometers for the next use, reset and place in tub. It is not necessary to
reseal the pedometers on Friday.
4. Address Lost, Damaged, or Forgotten Pedometers
• On the last day, attempt to reduce the number of pedometers lost. This can be
accomplished by asking the teacher to remind the children Who have forgotten or lost
their pedometers to bring them in the next day.
• A follow- up visit on Friday afternoon and then on Monday will prove fruitful in
replenishing pedometer supplies.
105
APPENDIX H
McClain, J. J., Sisson, S. B., Washington, T. L., Craig, C. L., & Tudor- Locke, C. ( 2007).
Comparison of Kenz Lifecorder EX and ActiGraph Acclerometers in 10- yr- old
Children. Medicine & Science in Sports & Exercise, ( 39) 4: 630- 638.
106
The contents of this publication were developed and produced
with funds from the Centers for Disease control.
Printed in Phoenix, AZ by [ he Arizona Depanment of Educarion.
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