Cardiovascular Diseases, Physical Inactivity
Conditions
Brief summary
School physical education (PE) is one of the most valuable tools for increasing physical activity and fitness among youth of all backgrounds; however, compliance with existing PE laws is low (and differential by school race/ethnic and family-income composition, contributing to health disparities), and best practices for increasing compliance remain unknown. This study proposes to examine a novel approach for increasing PE law compliance by testing a PE audit and feedback tool (adapted from a tool used by the New York City Department of Education) in Oakland, California schools to determine the effectiveness, adaptability, and scalability of this potential cost-effective approach for increasing PE law compliance and student physical activity.
Interventions
BEHAVIORALPE Audit and Feedback Tool
The intervention consists of a Physical Education (PE) Audit and Feedback tool, which was adapted from work done through the PE Works program in the New York City Department of Education. A district-level PE program leader in Oakland Unified School District will deliver the tool, which consists of auditing the current status of PE in intervention schools, providing feedback on the status to help improve PE, and providing technical assistance to bring schools up to code and ensure support for PE programming.
Sponsors
University of California, Berkeley
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
NONE
Masking description
This will be an intervention delivered at the school-level to improve physical education; blinding is not possible in this study.
Intervention model description
This will be a 2-group cluster-randomized clinical trial, with the school being the unit of assignment and randomization. 5 schools will receive an intervention and 5 schools will serve as controls.
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
No
Inclusion criteria
* Elementary school in the Oakland Unified School District * \>50% of students in the school qualify for free or reduced-price meals * \>80% of students non-white
Exclusion criteria
* Having a PE program known by the PE Director to be well-established and/or meet/exceed district expectations for PE
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Scheduled Minutes of Physical Education/Week | Change from baseline (spring of year 1) to follow-up (spring of year 2) | Linear mixed effects models with random effects for school and grade were used to determine within group difference in change between baseline and follow up in scheduled minutes of physical education/week |
| Estimated Minutes of Physical Education/Week | Change from baseline (spring of year 1) to follow-up (spring of year 2) | Linear mixed effects models with random effects for school and grade were used to determine within group difference in change between baseline and follow up in estimated minutes of physical education/week based on data collected with the System for Observing Fitness Instruction Time |
| % of PE Lesson Time in Moderate to Vigorous Physical Activity | Change from baseline (spring of year 1) to follow-up (spring of year 2) | Linear mixed effects models with random effects for school and grade were used to determine within group difference in change between baseline and follow up in proportion of PE class time in MVPA based on data collected with the System for Observing Fitness Instruction Time |
Countries
United States
Participant flow
Recruitment details
This two-year (2022/23-2023/24) cluster-randomized controlled trial involved 10 elementary schools conducted in partnership with the district's teacher on special assignment for physical education (hereafter, "Physical Education Director"). Study schools were chosen using a survey of school principals which identified schools that were noncompliant (or unsure about compliance) with California law mandating 200 min of physical education every 10 school days.
Pre-assignment details
Schools were randomized to intervention (n = 5) and control (n = 5) arms using block randomization, ensuring equal representation by total enrollment and proportion of low-income students enrolled across groups. School PE teachers and other teachers who taught PE, along with the school principal at each school were invited to participate in semi-structured interviews about PE at their school.
Baseline characteristics
| Characteristic | — |
|---|---|
| Age, Categorical <=18 years | 0 Participants |
| Age, Categorical >=65 years | 0 Participants |
| Age, Categorical Between 18 and 65 years | 35 Participants |
| Race (NIH/OMB) American Indian or Alaska Native | 0 Participants |
| Race (NIH/OMB) Asian | 4 Participants |
| Race (NIH/OMB) Black or African American | 0 Participants |
| Race (NIH/OMB) More than one race | 9 Participants |
| Race (NIH/OMB) Native Hawaiian or Other Pacific Islander | 0 Participants |
| Race (NIH/OMB) Unknown or Not Reported | 0 Participants |
| Race (NIH/OMB) White | 13 Participants |
| Sex: Female, Male Female | 19 Participants |
| Sex: Female, Male Male | 8 Participants |
Adverse events
| Event type | EG000 affected / at risk | EG001 affected / at risk |
|---|---|---|
| deaths Total, all-cause mortality | 0 / 16 | 0 / 19 |
| other Total, other adverse events | 0 / 16 | 0 / 19 |
| serious Total, serious adverse events | 0 / 16 | 0 / 19 |
Outcome results
None listed