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dc.creatorFarbo, David
dc.creatorMaler, Laura C.
dc.creatorRhea, Deborah J.
dc.description.abstractThis pilot study used accelerometers to investigate the effectiveness of a multiple recess school intervention on physical activity patterns in younger elementary children using a post-test only with nonequivalent groups design. First and second grade students (N = 157) participating in a larger study, the LiiNK Project® (Let's inspire innovation 'N Kids), wore accelerometers for the duration of the school day for two weeks to measure physical activity intensity and number of steps taken daily. Students attended either an intervention school (N = 90), participating in four 15-min unstructured, outdoor recesses and one 15-min character development lesson daily, or a control school (N = 67), participating in two 15-min unstructured, outdoor recesses daily and no character development program. The intervention students, grades 1 and 2, took more steps (p < 0.001) and time spent in moderate (p < 0.001) and vigorous (p < 0.001) physical activity (MVPA) than the control school students. Intervention students averaged approximately 900 more steps per day than the control school students. These results show young children given 60 min of recess daily continue to increase physical activity patterns over those with 30 min of recess daily. Next steps are to evaluate if children demonstrate healthier body fat levels as a result of these higher patterns of MVPA daily.en_US
dc.publisherMDPI AG
dc.sourceInternational Journal of Environmental Research and Public Health
dc.subjectphysical activityen_US
dc.titleThe Preliminary Effects of a Multi-Recess School Intervention: Using Accelerometers to Measure Physical Activity Patterns in Elementary Childrenen_US
dc.rights.holder2020 Farbo et al
dc.rights.licenseCC BY 4.0
local.collegeHarris College of Nursing and Health Sciences
local.personsAll (KINE)

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