Table of Contents
Adapting Active Science to PE Curricula: Examining Feasibility and Acceptability in Low-Income, Urban Public Schools
– Leah Poloskey, Kevin Finn, Kyle McInnis, Francis Kenneally, Breanne Dowdie, and April Bowling
Purpose: Children in low-income, urban areas are at a greater risk of poor physical activity (PA) and academic outcomes. The purpose of this study was to examine feasibility, acceptability, and engagement of a pilot implementation of the Active Science (AS) exer-learning program in 3rd grade physical education (PE) classes to inform potential upscaling after efficacy evaluation.
Methods: AS was implemented within PE at five public schools serving low-income, urban neighborhoods, using a phased implementation approach. A mixed methods approach was utilized; feasibility and engagement were measured using quantitative dose and fidelity measures, students were surveyed regarding acceptability, and PE teachers were interviewed pre/post-intervention regarding perceptions of the program.
Results: N = 638 students in k = 25 PE classes across five schools averaged 8.8 weeks of AS implementation with nearly universal inclusivity. Students averaged 1468 steps/session; an average of 15% of available PE class time was spent in MVPA. Semi-structured interviews revealed high staff perceptions of feasibility, as well as specific improvements that should be implemented before upscaling.
Conclusions: Process and PA measures indicate high feasibility, with excellent engagement across all five schools. Together with high accept-ability reported by students and staff, these results show that AS can feasibly integrate into PE classes low- income, urban schools to improve student engagement in both PA and science learning.
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