Efficacy of an integrated school curriculum pedometer intervention to enhance physical activity and to reduce weight status in children

Abstract

The purpose of this study was to examine the efficacy of an integrated school curriculum pedometer intervention on children’s physical activity and weight status. Following ethics approval and informed consent, 59 children (22 boys, 27 girls, aged 10–11) from a primary school in central England completed a four-week integrated physical activity intervention based on virtually walking from John O’Groats to Lands End. Habitual physical activity and weight status (body mass index (BMI)) were determined pre- and four weeks post-intervention using pedometry. Steps/day were also calculated during the intervention period, which lasted four weeks. Results indicated that average steps/day were significantly higher (P = .0001) during and post the intervention compared to baseline. The study also found a significant main effect whereby children classified as normal weight were significantly more active than those classified as overweight/obese (P = .003). The use of a four-week integrated curriculum pedometer intervention in school is therefore feasible and results in positive outcomes in relation to daily physical activity.