Effectiveness of the POWER Program in Improving Physical Activity and Executive Function in Fifth Grade Students
ABSTRACT BACKGROUND High volumes of school‐based sedentary time may impact academic achievement and executive function negatively. This study evaluated a multimodal classroom program's (POWER) effect on fifth graders' physical activity (PA) and executive function. METHODS Six 5th grade cla...
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| Veröffentlicht in: | The Journal of school health 2021-07, Vol.91 (7), p.574-583 |
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| container_title | The Journal of school health |
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| creator | Hecht, Mindy Feldman Garber, Carol Ewing |
| description | ABSTRACT
BACKGROUND
High volumes of school‐based sedentary time may impact academic achievement and executive function negatively. This study evaluated a multimodal classroom program's (POWER) effect on fifth graders' physical activity (PA) and executive function.
METHODS
Six 5th grade classes (3 = intervention [POW]; 3 = waitlist control [CONT]) in 2 diverse New Jersey schools participated. Data were collected before, during, and post‐intervention. PA was assessed via accelerometer, executive function by NIH Toolbox, and academic achievement via standardized math tests. The POW principal, teachers, and select students participated in follow‐up interviews. Group comparisons were made by multivariate repeated‐measures ANOVA and linear regression.
RESULTS
PA decreased in both groups over time, but POW's post‐intervention class‐time PA was significantly higher than CONT's. POW's NIH Toolbox score increased 3 percentiles more than CONT's. Intervention fidelity was associated with significantly higher scores for one NIH Toolbox test. Student math test scores increased significantly for both schools, but there was no significant main effect for group. POW's feedback was positive, with the principal reporting fewer disciplinary referrals and teachers and students conveying positive growth.
CONCLUSIONS
Overall, POW's positive changes and the favorable reception of POWER support POWER'S ability to improve children's socioemotional and physical health. |
| doi_str_mv | 10.1111/josh.13035 |
| format | Article |
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BACKGROUND
High volumes of school‐based sedentary time may impact academic achievement and executive function negatively. This study evaluated a multimodal classroom program's (POWER) effect on fifth graders' physical activity (PA) and executive function.
METHODS
Six 5th grade classes (3 = intervention [POW]; 3 = waitlist control [CONT]) in 2 diverse New Jersey schools participated. Data were collected before, during, and post‐intervention. PA was assessed via accelerometer, executive function by NIH Toolbox, and academic achievement via standardized math tests. The POW principal, teachers, and select students participated in follow‐up interviews. Group comparisons were made by multivariate repeated‐measures ANOVA and linear regression.
RESULTS
PA decreased in both groups over time, but POW's post‐intervention class‐time PA was significantly higher than CONT's. POW's NIH Toolbox score increased 3 percentiles more than CONT's. Intervention fidelity was associated with significantly higher scores for one NIH Toolbox test. Student math test scores increased significantly for both schools, but there was no significant main effect for group. POW's feedback was positive, with the principal reporting fewer disciplinary referrals and teachers and students conveying positive growth.
CONCLUSIONS
Overall, POW's positive changes and the favorable reception of POWER support POWER'S ability to improve children's socioemotional and physical health.</description><identifier>ISSN: 0022-4391</identifier><identifier>EISSN: 1746-1561</identifier><identifier>DOI: 10.1111/josh.13035</identifier><identifier>PMID: 34005838</identifier><language>eng</language><publisher>Malden, USA: Wiley Periodicals, Inc</publisher><subject>Academic Achievement ; Administrator Attitudes ; child & adolescent health ; Classroom management ; Classroom techniques ; Classrooms ; Comparative Analysis ; Education, Elementary ; Educational Facilities Improvement ; Elementary education ; Elementary School Students ; emotional health ; Executive Function ; Exercise ; Feedback (Response) ; Fidelity ; Grade 5 ; growth and development ; Health aspects ; Health Promotion ; Health status ; Intermediate Grades ; Intervention ; Mathematics Tests ; Measurement Equipment ; Nursing ; Pediatrics ; Physical activity ; Physical Activity Level ; Physical fitness ; physical fitness and sport ; Physical Health ; Power ; Principals ; Program Effectiveness ; Program Evaluation ; Psychological aspects ; Referrals ; Scores ; Sedentary ; Social Emotional Learning ; Standardized Tests ; Student Attitudes ; Students ; Teacher Attitudes ; Teachers ; Teenagers ; Test scores</subject><ispartof>The Journal of school health, 2021-07, Vol.91 (7), p.574-583</ispartof><rights>2021 American School Health Association.</rights><rights>COPYRIGHT 2021 American School Health Association</rights><rights>2021, American School Health Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4505-d80b1d025b154849d29ddecf6621da7df0c6cac9282523845691e2a8c727664d3</citedby><cites>FETCH-LOGICAL-c4505-d80b1d025b154849d29ddecf6621da7df0c6cac9282523845691e2a8c727664d3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fjosh.13035$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fjosh.13035$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,780,784,1417,27924,27925,30999,45574,45575</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1297372$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/34005838$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Hecht, Mindy Feldman</creatorcontrib><creatorcontrib>Garber, Carol Ewing</creatorcontrib><title>Effectiveness of the POWER Program in Improving Physical Activity and Executive Function in Fifth Grade Students</title><title>The Journal of school health</title><addtitle>J Sch Health</addtitle><description>ABSTRACT
BACKGROUND
High volumes of school‐based sedentary time may impact academic achievement and executive function negatively. This study evaluated a multimodal classroom program's (POWER) effect on fifth graders' physical activity (PA) and executive function.
METHODS
Six 5th grade classes (3 = intervention [POW]; 3 = waitlist control [CONT]) in 2 diverse New Jersey schools participated. Data were collected before, during, and post‐intervention. PA was assessed via accelerometer, executive function by NIH Toolbox, and academic achievement via standardized math tests. The POW principal, teachers, and select students participated in follow‐up interviews. Group comparisons were made by multivariate repeated‐measures ANOVA and linear regression.
RESULTS
PA decreased in both groups over time, but POW's post‐intervention class‐time PA was significantly higher than CONT's. POW's NIH Toolbox score increased 3 percentiles more than CONT's. Intervention fidelity was associated with significantly higher scores for one NIH Toolbox test. Student math test scores increased significantly for both schools, but there was no significant main effect for group. POW's feedback was positive, with the principal reporting fewer disciplinary referrals and teachers and students conveying positive growth.
CONCLUSIONS
Overall, POW's positive changes and the favorable reception of POWER support POWER'S ability to improve children's socioemotional and physical health.</description><subject>Academic Achievement</subject><subject>Administrator Attitudes</subject><subject>child & adolescent health</subject><subject>Classroom management</subject><subject>Classroom techniques</subject><subject>Classrooms</subject><subject>Comparative Analysis</subject><subject>Education, Elementary</subject><subject>Educational Facilities Improvement</subject><subject>Elementary education</subject><subject>Elementary School Students</subject><subject>emotional health</subject><subject>Executive Function</subject><subject>Exercise</subject><subject>Feedback (Response)</subject><subject>Fidelity</subject><subject>Grade 5</subject><subject>growth and development</subject><subject>Health aspects</subject><subject>Health Promotion</subject><subject>Health status</subject><subject>Intermediate Grades</subject><subject>Intervention</subject><subject>Mathematics Tests</subject><subject>Measurement Equipment</subject><subject>Nursing</subject><subject>Pediatrics</subject><subject>Physical activity</subject><subject>Physical Activity Level</subject><subject>Physical fitness</subject><subject>physical fitness and sport</subject><subject>Physical Health</subject><subject>Power</subject><subject>Principals</subject><subject>Program Effectiveness</subject><subject>Program Evaluation</subject><subject>Psychological aspects</subject><subject>Referrals</subject><subject>Scores</subject><subject>Sedentary</subject><subject>Social Emotional Learning</subject><subject>Standardized Tests</subject><subject>Student Attitudes</subject><subject>Students</subject><subject>Teacher Attitudes</subject><subject>Teachers</subject><subject>Teenagers</subject><subject>Test scores</subject><issn>0022-4391</issn><issn>1746-1561</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNqNkUuP0zAUhSMEYsrAhj3IEhuElMHvOMuqSuehkVoxIJaWa9-0rlKnxMkw_fc4ZJgFC8Td3MX57vNk2VuCL0iKz_s27i4Iw0w8y2ak4DInQpLn2QxjSnPOSnKWvYpxj1MUrHiZnTGOsVBMzbJjVddge38PAWJEbY36HaD16nv1Ba27dtuZA_IBXR-OXXvvwxatd6forWnQfKzy_QmZ4FD1AHYYu6DlEJLQhrFq6et-hy474wDd9YOD0MfX2YvaNBHePObz7Nuy-rq4ym9Xl9eL-W1uucAidwpviMNUbIjgipeOls6BraWkxJnC1dhKa2xJFRWUKS5kSYAaZQtaSMkdO88-Tn3T4j8GiL0--GihaUyAdoiaCoELrCRl_4FSVZL0Op7QD3-h-3boQjokUazkXBBSJiqfqK1pQPtg29DDQ2_bpoEt6HTnYqXnUjGJC05V4j9NvO3aGDuo9bHzB9OdNMF6tFiPFuvfFif4_eMKw-YA7gn942kC3k0AdN4-ydUNoWVynyadTPpP38DpH6P0zeruahr6Cyf_t9I</recordid><startdate>202107</startdate><enddate>202107</enddate><creator>Hecht, Mindy Feldman</creator><creator>Garber, Carol Ewing</creator><general>Wiley Periodicals, Inc</general><general>Wiley</general><general>American School Health Association</general><general>Blackwell Publishing Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7TS</scope><scope>K9.</scope><scope>NAPCQ</scope><scope>7X8</scope></search><sort><creationdate>202107</creationdate><title>Effectiveness of the POWER Program in Improving Physical Activity and Executive Function in Fifth Grade Students</title><author>Hecht, Mindy Feldman ; Garber, Carol Ewing</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4505-d80b1d025b154849d29ddecf6621da7df0c6cac9282523845691e2a8c727664d3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Academic Achievement</topic><topic>Administrator Attitudes</topic><topic>child & adolescent health</topic><topic>Classroom management</topic><topic>Classroom techniques</topic><topic>Classrooms</topic><topic>Comparative Analysis</topic><topic>Education, Elementary</topic><topic>Educational Facilities Improvement</topic><topic>Elementary education</topic><topic>Elementary School Students</topic><topic>emotional health</topic><topic>Executive Function</topic><topic>Exercise</topic><topic>Feedback (Response)</topic><topic>Fidelity</topic><topic>Grade 5</topic><topic>growth and development</topic><topic>Health aspects</topic><topic>Health Promotion</topic><topic>Health status</topic><topic>Intermediate Grades</topic><topic>Intervention</topic><topic>Mathematics Tests</topic><topic>Measurement Equipment</topic><topic>Nursing</topic><topic>Pediatrics</topic><topic>Physical activity</topic><topic>Physical Activity Level</topic><topic>Physical fitness</topic><topic>physical fitness and sport</topic><topic>Physical Health</topic><topic>Power</topic><topic>Principals</topic><topic>Program Effectiveness</topic><topic>Program Evaluation</topic><topic>Psychological aspects</topic><topic>Referrals</topic><topic>Scores</topic><topic>Sedentary</topic><topic>Social Emotional Learning</topic><topic>Standardized Tests</topic><topic>Student Attitudes</topic><topic>Students</topic><topic>Teacher Attitudes</topic><topic>Teachers</topic><topic>Teenagers</topic><topic>Test scores</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Hecht, Mindy Feldman</creatorcontrib><creatorcontrib>Garber, Carol Ewing</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Physical Education Index</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Premium</collection><collection>MEDLINE - Academic</collection><jtitle>The Journal of school health</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Hecht, Mindy Feldman</au><au>Garber, Carol Ewing</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1297372</ericid><atitle>Effectiveness of the POWER Program in Improving Physical Activity and Executive Function in Fifth Grade Students</atitle><jtitle>The Journal of school health</jtitle><addtitle>J Sch Health</addtitle><date>2021-07</date><risdate>2021</risdate><volume>91</volume><issue>7</issue><spage>574</spage><epage>583</epage><pages>574-583</pages><issn>0022-4391</issn><eissn>1746-1561</eissn><abstract>ABSTRACT
BACKGROUND
High volumes of school‐based sedentary time may impact academic achievement and executive function negatively. This study evaluated a multimodal classroom program's (POWER) effect on fifth graders' physical activity (PA) and executive function.
METHODS
Six 5th grade classes (3 = intervention [POW]; 3 = waitlist control [CONT]) in 2 diverse New Jersey schools participated. Data were collected before, during, and post‐intervention. PA was assessed via accelerometer, executive function by NIH Toolbox, and academic achievement via standardized math tests. The POW principal, teachers, and select students participated in follow‐up interviews. Group comparisons were made by multivariate repeated‐measures ANOVA and linear regression.
RESULTS
PA decreased in both groups over time, but POW's post‐intervention class‐time PA was significantly higher than CONT's. POW's NIH Toolbox score increased 3 percentiles more than CONT's. Intervention fidelity was associated with significantly higher scores for one NIH Toolbox test. Student math test scores increased significantly for both schools, but there was no significant main effect for group. POW's feedback was positive, with the principal reporting fewer disciplinary referrals and teachers and students conveying positive growth.
CONCLUSIONS
Overall, POW's positive changes and the favorable reception of POWER support POWER'S ability to improve children's socioemotional and physical health.</abstract><cop>Malden, USA</cop><pub>Wiley Periodicals, Inc</pub><pmid>34005838</pmid><doi>10.1111/josh.13035</doi><tpages>10</tpages></addata></record> |
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| ispartof | The Journal of school health, 2021-07, Vol.91 (7), p.574-583 |
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| source | Wiley Online Library - AutoHoldings Journals; Applied Social Sciences Index & Abstracts (ASSIA) |
| subjects | Academic Achievement Administrator Attitudes child & adolescent health Classroom management Classroom techniques Classrooms Comparative Analysis Education, Elementary Educational Facilities Improvement Elementary education Elementary School Students emotional health Executive Function Exercise Feedback (Response) Fidelity Grade 5 growth and development Health aspects Health Promotion Health status Intermediate Grades Intervention Mathematics Tests Measurement Equipment Nursing Pediatrics Physical activity Physical Activity Level Physical fitness physical fitness and sport Physical Health Power Principals Program Effectiveness Program Evaluation Psychological aspects Referrals Scores Sedentary Social Emotional Learning Standardized Tests Student Attitudes Students Teacher Attitudes Teachers Teenagers Test scores |
| title | Effectiveness of the POWER Program in Improving Physical Activity and Executive Function in Fifth Grade Students |
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