A mixed-methods evaluation of the Move it Move it! before-school incentive-based physical activity programme

• Published in: Health education journal Vol. 76; no. 1; pp. 89 - 101
• Main Authors: Garnett, Bernice R, Becker, Kelly, Vierling, Danielle, Gleason, Cara, DiCenzo, Danielle, Mongeon, Louise
• Format: Journal Article
• Language: English
• Published: London, England SAGE Publications 01.02.2017; SAGE PUBLICATIONS, INC
• Subjects: Academic Achievement; Activities; Benchmarks; Biotechnology industry; Bullying; College professors; Communities; Educational Environment; Elementary Education; Elementary School Students; Elementary Schools; Employees; Evaluation; Exercise; Feasibility; Feasibility Studies; Fitness; Grade 3; Grade 4; Grade 5; Health behavior; Incentives; Interviews; Learner Engagement; Learning; Magnet Schools; Mathematics; Mixed Methods Research; Personal health; Physical Activities; Physical activity; Physical Activity Level; Physical fitness; Program Evaluation; School Personnel; Self Efficacy; Self Esteem; Semi Structured Interviews; Structured interviews; Student Behavior; Student Surveys; Students; United States; Walking; Young adults; Youth; Vermont; United Kingdom > UK; England; United States > US; USA, New England; USA; USA; before-school physical activity; Move it Move it; bullying; Academic performance
• ISSN: 0017-8969; 1748-8176
• DOI: 10.1177/0017896916652432

Objective: Less than half of young people in the USA are meeting the daily physical activity requirements of at least 60 minutes of moderate or vigorous physical activity. A mixed-methods pilot feasibility assessment of Move it Move it! was conducted in the Spring of 2014 to assess the impact of a before-school physical activity programme on student academic measures and behavioural health. Design: Move it Move it! encourages students and families to run/walk laps in the recess yard. Student miles are tracked and incentives are awarded at several benchmarks Setting: Launched in 2012, Move it Move it! is a voluntary morning running/walking programme at the Integrated Arts Academy (IAA) elementary school designed to build community, increase fitness and prepare students for learning. Methods: Self-reported surveys were administered to all consented students in grades 3–5 (N = 129). Semi-structured interviews were conducted with school personnel (N = 11). Results: Average Move it Move it! miles ran/walked were significantly positively associated with commitment to school and The New England Common Assessment Program (NECAP) mathematics testing scores. Interviews with school staff/faculty further explained quantitative results including the perceived impact of the programme on academic success and school engagement and the perceived impact of the programme on student behaviour and school climate. Conclusion: Results from this pilot assessment of a community-based initiative suggested that positive academic and behavioural outcomes were associated with engagement in a before-school incentive-based physical activity programme.