Increasing Compliance With Physical Education Laws to Reduce Health Inequities
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 35
- 试验地点
- 1
- 主要终点
- Scheduled Minutes of Physical Education/Week
研究概览
简要总结
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- None
盲法说明
This will be an intervention delivered at the school-level to improve physical education; blinding is not possible in this study.
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •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
排除标准
- •Having a PE program known by the PE Director to be well-established and/or meet/exceed district expectations for PE
研究组 & 干预措施
PE Audit and Feedback Intervention
Schools in this arm will receive a PE audit and feedback tool delivered by the school district's teacher on special assignment for PE, which will consist of an audit of the school's existing PE program; Feedback on ways to improve the PE program; and technical assistance to help improve the PE program.
干预措施: PE Audit and Feedback Tool (Behavioral)
PE Support as Usual
Schools in this arm will receive district-level support for PE as is typically provided by the school district.
结局指标
主要结局
Scheduled Minutes of Physical Education/Week
时间窗: 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
时间窗: 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
时间窗: 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
次要结局
未报告次要终点
研究者
Hannah R. Thompson
Assistant Research Professor
University of California, Berkeley