Dr. Rebecca Hasson -- Successful translation of a school-b

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Play, download and edit the free video Dr. Rebecca Hasson -- Successful translation of a school-based physical activity program before and during COVID-19 pandemic.

Despite increased funding allocated for health and physical education (PE) programs through Every Student Succeeds Act, disparities in school-based physical activity programming persist with low-resource schools less likely to offer recess, have a certified PE teacher, or provide after-school sports programming, compared to higher-resource schools. Classroom-based physical activity interventions hold great potential for reducing physical activity disparities at school by providing children with 19 minutes of in-class activity every day (approximately two-thirds of the school-based recommendation of 30 minutes). Yet, low rates of treatment fidelity (the extent to which an intervention is delivered as conceived and planned) have been observed in low-resource schools, resulting in children accumulating less than 5 minutes of daily in-class activity. There is a critical need to develop classroom-based physical activity interventions that are tailored to context, to maximize fidelity and motivate behavior change in students toward increased activity levels. In the absence of such tailored programs, classroom-based interventions have the potential to perpetuate existing disparities in physical activity participation among low-income children. This webinar highlights the successes of a school-based physical activity program tailored for implementation in low-resource settings and how this same program was adapted for dissemination in the home environment during the COVID-19 pandemic.

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