A quasi-experimental cluster-controlled design was used to test the impact of comprehensive school physical activity program (CSPAP) professional development on changes in school physical activity (PA) offerings, moderate-to-vigorous physical activity (MVPA) and sedentary behaviors of 9 14 year-old children during school.
This study was designed to qualitatively examine fifteen classroom teachers' experiences in implementing a movement integration (MI) program, TAKE 10!®, using the comprehensive school physical activity program framework.
A major thrust of the TAAG intervention was to increase the number of physical activity programs offered for girls, and intervention schools provided more programs than did the control schools.
Based on interviews with principals, at baseline 44% of intervention schools and 44% of control schools reported community collaborations for physical activity programs (data not shown).
Only one study to date was identified which examined the effects of a before-school physical activity program on overall physical activity.
Moreover, to the authors' knowledge, no study has examined the effect of an unstructured, before-school physical activity program.
The number, type and participation of girls in school-based physical activity programs were documented from two sources.
This study will aim to implement a 12- week before-school, physical activity program and examine the effect of this unstructured, moderate to vigorous, before-school physical activity program on academic performance, classroom behavior, emotions, and other health related measures.
The results of this study will provide evidence to support the feasibility and efficacy of an unstructured, moderate to vigorous, before-school physical activity program in children.
School-based physical activity programs are only effective for increasing adolescents' school-based physical activity.
