Effects of a 10-Week Integrated Curriculum Intervention on Physical Activity, Resting Blood Pressure, Motor Skills, and Well-Being in 6- to 7-Year-Olds

Michael Duncan; Katie Fitton Davies; Nduka Okwose; Amy E Harwood; Djordje Jakovljevic

doi:10.1123/jpah.2023-0239

Effects of a 10-Week Integrated Curriculum Intervention on Physical Activity, Resting Blood Pressure, Motor Skills, and Well-Being in 6- to 7-Year-Olds

Michael Duncan
, Katie Fitton Davies
, Nduka Okwose
, Amy E Harwood
, Djordje Jakovljevic

Research output: Contribution to journal › Article › peer-review

3 Citations (Scopus)

57 Downloads (Pure)

Abstract

Background: Integrated curriculum interventions have been suggested as an effective means to increase physical activity (PA) and health. The feasibility of such approaches in children living in deprivation is unknown. This study sought to pilot an integrated curriculum pedometer intervention in children living in deprivation on school-based PA, body fatness, resting blood pressure, motor skills and well-being.
Methods: Using a pilot cluster randomized intervention design, children (6-7-years-old, n=64) from two schools in central England undertook: (1) 10-week integrated curriculum intervention or (2) control (regular school-based activity). School-based PA, body fatness, resting blood pressure, motor skills and well-being was assessed pre and post intervention.
Results: for the intervention group PA was higher on school days when children had PE lessons or there were physically active integrated curriculum activities. Body fatness significantly decreased, wellbeing and perceived physical competence increased, pre-post for the intervention group compared to the control group. Accelerometer derived PA, motor skills and resting blood pressure were not significantly different pre-post for intervention or control groups.
Conclusions: A 10-week integrated curriculum PA intervention is feasible to conduct and can positively impact aspects of health in 6–7-year-old children in England.

Original language	English
Pages (from-to)	595-605
Number of pages	11
Journal	Journal of Physical Activity & Health
Volume	21
Issue number	6
Early online date	26 Mar 2024
DOIs	https://doi.org/10.1123/jpah.2023-0239 https://doi.org/10.1123/jpah.2023-0239
Publication status	Published - 1 Jun 2024

Bibliographical note

Copyright © and Moral Rights are retained by the author(s) and/ or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This item cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders.

This document is the author’s post-print version, incorporating any revisions agreed during the peer-review process. Some differences between the published version and this version may remain and you are advised to consult the published version if you wish to cite from it.

Funder

This research project was funded by the Investigator Initiated Study grant provided to Professors Jakovljevic and Duncan from Coronary Prevention Group, London, UK

Funding

This research project was funded by the Investigator Initiated Study grant provided to Professors Jakovljevic and Duncan from Coronary Prevention Group, London, UK. The study design, data collection, analyses, interpretation of data, and drafting of the manuscript do not reflect the views and opinions of the funder.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 3 Good Health and Well-being

Keywords

Humans
Child
Male
Female
Exercise/physiology
Blood Pressure
Curriculum
Motor Skills
Health Promotion/methods
Physical Education and Training/methods
England
Pilot Projects

ASJC Scopus subject areas

Epidemiology
Orthopedics and Sports Medicine
Physical Therapy, Sports Therapy and Rehabilitation
Public Health, Environmental and Occupational Health

Access to Document

Duncan2024AAMAccepted author manuscript, 1.62 MB

Cite this

Duncan, M., Fitton Davies, K., Okwose, N., Harwood, A. E., & Jakovljevic, D. (2024). Effects of a 10-Week Integrated Curriculum Intervention on Physical Activity, Resting Blood Pressure, Motor Skills, and Well-Being in 6- to 7-Year-Olds. Journal of Physical Activity & Health, 21(6), 595-605. https://doi.org/10.1123/jpah.2023-0239, https://doi.org/10.1123/jpah.2023-0239

Duncan, M, Fitton Davies, K, Okwose, N, Harwood, AE & Jakovljevic, D 2024, 'Effects of a 10-Week Integrated Curriculum Intervention on Physical Activity, Resting Blood Pressure, Motor Skills, and Well-Being in 6- to 7-Year-Olds', Journal of Physical Activity & Health, vol. 21, no. 6, pp. 595-605. https://doi.org/10.1123/jpah.2023-0239, https://doi.org/10.1123/jpah.2023-0239

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title = "Effects of a 10-Week Integrated Curriculum Intervention on Physical Activity, Resting Blood Pressure, Motor Skills, and Well-Being in 6- to 7-Year-Olds",

abstract = "Background: Integrated curriculum interventions have been suggested as an effective means to increase physical activity (PA) and health. The feasibility of such approaches in children living in deprivation is unknown. This study sought to pilot an integrated curriculum pedometer intervention in children living in deprivation on school-based PA, body fatness, resting blood pressure, motor skills and well-being. Methods: Using a pilot cluster randomized intervention design, children (6-7-years-old, n=64) from two schools in central England undertook: (1) 10-week integrated curriculum intervention or (2) control (regular school-based activity). School-based PA, body fatness, resting blood pressure, motor skills and well-being was assessed pre and post intervention. Results: for the intervention group PA was higher on school days when children had PE lessons or there were physically active integrated curriculum activities. Body fatness significantly decreased, wellbeing and perceived physical competence increased, pre-post for the intervention group compared to the control group. Accelerometer derived PA, motor skills and resting blood pressure were not significantly different pre-post for intervention or control groups. Conclusions: A 10-week integrated curriculum PA intervention is feasible to conduct and can positively impact aspects of health in 6–7-year-old children in England. ",

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note = "Copyright {\textcopyright} and Moral Rights are retained by the author(s) and/ or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This item cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders. This document is the author{\textquoteright}s post-print version, incorporating any revisions agreed during the peer-review process. Some differences between the published version and this version may remain and you are advised to consult the published version if you wish to cite from it. ",

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AU - Okwose, Nduka

AU - Harwood, Amy E

AU - Jakovljevic, Djordje

N1 - Copyright © and Moral Rights are retained by the author(s) and/ or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This item cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders. This document is the author’s post-print version, incorporating any revisions agreed during the peer-review process. Some differences between the published version and this version may remain and you are advised to consult the published version if you wish to cite from it.

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N2 - Background: Integrated curriculum interventions have been suggested as an effective means to increase physical activity (PA) and health. The feasibility of such approaches in children living in deprivation is unknown. This study sought to pilot an integrated curriculum pedometer intervention in children living in deprivation on school-based PA, body fatness, resting blood pressure, motor skills and well-being. Methods: Using a pilot cluster randomized intervention design, children (6-7-years-old, n=64) from two schools in central England undertook: (1) 10-week integrated curriculum intervention or (2) control (regular school-based activity). School-based PA, body fatness, resting blood pressure, motor skills and well-being was assessed pre and post intervention. Results: for the intervention group PA was higher on school days when children had PE lessons or there were physically active integrated curriculum activities. Body fatness significantly decreased, wellbeing and perceived physical competence increased, pre-post for the intervention group compared to the control group. Accelerometer derived PA, motor skills and resting blood pressure were not significantly different pre-post for intervention or control groups. Conclusions: A 10-week integrated curriculum PA intervention is feasible to conduct and can positively impact aspects of health in 6–7-year-old children in England.

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Effects of a 10-Week Integrated Curriculum Intervention on Physical Activity, Resting Blood Pressure, Motor Skills, and Well-Being in 6- to 7-Year-Olds

Abstract

Bibliographical note

Funder

Funding

UN SDGs

Keywords

ASJC Scopus subject areas

Access to Document

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