Increased expertise and training of program interveners linked to increased quality and quantity of physical activity outcomes.

(6.) McKenzie, T. et al. (1993). Effects of a curriculum and inservice program on the quality of elementary physical education classes. Research Quarterly for Exercise and Sport, 64. 178-187.

Target Group: Elementary school children (grades 4)

Program Name: none specified

Location: Southern United States

Program Theory: unknown

Study Objective: To evaluate the effects of a combined health-related curriculum and teacher training on the quality and quantity of elementary physical activity lessons.

Study Design:
-7 elementary schools (n=28 grade 4 classrooms) were randomly assigned to one of three conditions: control (CO), trained classroom teacher (TT), and trained physical activity specialist (PES) -student activity level, curriculum context and teacher behavior were directly observed and coded using a validated method, during 112 lessons over a 8 month time period
Intervention or Program:
Control Group (n=10): physical activity classes were taught in usual manner by credentialed classroom teachers
Trained Classroom Teacher (n=10): physical activity classes were taught by credentialed classroom teachers who received 23 hours of inservice training in physical activity and exercise as well as weekly follow-up consultations. Substitute teachers were provided to allow teacher to attend group training sessions. Inservice training focused on four important components: (1) creation of teacher awareness and goals of the new program and how program differed from previous programs; (2) specific-skill training; (3) on-going administrative support, and (4) group support with feedback. A physical activity consultant visited each of the "teacher training" schools two afternoons per week to provide on-site follow-up consultations and to coordinate space and equipment use.
Physical Activity Specialist (n=8): physical activity classes were taught by two physical activity specialists.
- The curriculum used by the Training Teacher and Physical Activity Specialist was designed specifically to promote high levels of physical activity. Each teacher and physical activity specialist received a project guide and a three-ring binder containing a yearly plan. Lessons were scheduled to be 30minutes in length and offered three times per week throughout the year. Lesson plans identified the number and pieces of equipment needed, class formations and transitions, and instructional cues for skills being taught.

Impact on Physical Activity:
- children in the physical activity specialist and trained teacher classes tended to engage in more moderate and vigorous physical activity (13.7minutes PES, 10.8 minutes TT versus 8.7 minutes CO), be very active more often (5.4 minutes PES, 4.1 minutes TT versus 2.7 CO), and expend more energy (2.21 kcal/kg/min PES and 1.87 kcal/kg/min TT, 1.48 kcal/kg/min CO) than the control group;
- Physical activity specialists and trained teachers allocated a greater proportion of class time to the promotion of physical activity behavior than control group teachers (14.5% and 7.6%)

Comments:
- the findings from this study may have lessons applicable for physical activity programs outside of a school setting; the interveners level of program understanding, expertise, training and support may be linked to quality and quantity of physical activity outcomes