Effect of classroom physical activity interventions on the physical activity of young children based on race/ethnicity and socioeconomic status: A systematic review with meta-analysis
Presenter Type
UNO Graduate Student (Doctoral)
Major/Field of Study
Health and Kinesiology
Other
Kinesiology, Physical Activity
Author ORCID Identifier
0000-0003-0031-2963
Advisor Information
Danae Dinkel
Location
MBSC Ballroom Poster # 1301 - G (Doctoral)
Presentation Type
Poster
Start Date
24-3-2023 9:00 AM
End Date
24-3-2023 10:15 AM
Abstract
To address high rates of physical inactivity throughout the school day, practices to increase students’ movement need to be culturally responsive. Various classroom physical activity (PA) interventions exist within early childhood grades (preschool to 3rd grades); however, little research has examined the impact students’ race and socioeconomic status (SES) may have on the children’s PA outcomes within these interventions. Race and SES are key factors to consider as they’ve shown to be associated with inequities in educational resources within the United States. The purpose of this systematic review with meta-analysis was to examine the effect of classroom PA interventions on children’s PA outcomes within preschool to 3rd grades based on student majority race and SES. An exhaustive search of four online databases was conducted, which resulted in 34 peer-reviewed articles included in the systematic review. Articles had to report PA outcomes at pre- and post-intervention along with students’ race/ethnicity and SES to be included in the meta-analysis (n=23 studies, consisting of 33 effect sizes). A pooled random effects Hedges g model was used to determine the effect on children’s PA levels from pre- to post-intervention. Subgroup analyses were conducted to determine effects based on student majority race/ethnicity and SES. Proportion of students’ race/ethnicity and SES for each independent effect size were translated into dichotomous categorical variables (majority non-white vs. white; majority low SES vs. non-low SES). Risk of bias, publication bias, fail-safe N, Q and I2 statistics, and sensitivity analyses were also conducted and will be reported on the poster. The overall analysis resulted in a significant, large effect (D=0.844, p
Scheduling
9:15-10:30 a.m., 10:45 a.m.-Noon
Effect of classroom physical activity interventions on the physical activity of young children based on race/ethnicity and socioeconomic status: A systematic review with meta-analysis
MBSC Ballroom Poster # 1301 - G (Doctoral)
To address high rates of physical inactivity throughout the school day, practices to increase students’ movement need to be culturally responsive. Various classroom physical activity (PA) interventions exist within early childhood grades (preschool to 3rd grades); however, little research has examined the impact students’ race and socioeconomic status (SES) may have on the children’s PA outcomes within these interventions. Race and SES are key factors to consider as they’ve shown to be associated with inequities in educational resources within the United States. The purpose of this systematic review with meta-analysis was to examine the effect of classroom PA interventions on children’s PA outcomes within preschool to 3rd grades based on student majority race and SES. An exhaustive search of four online databases was conducted, which resulted in 34 peer-reviewed articles included in the systematic review. Articles had to report PA outcomes at pre- and post-intervention along with students’ race/ethnicity and SES to be included in the meta-analysis (n=23 studies, consisting of 33 effect sizes). A pooled random effects Hedges g model was used to determine the effect on children’s PA levels from pre- to post-intervention. Subgroup analyses were conducted to determine effects based on student majority race/ethnicity and SES. Proportion of students’ race/ethnicity and SES for each independent effect size were translated into dichotomous categorical variables (majority non-white vs. white; majority low SES vs. non-low SES). Risk of bias, publication bias, fail-safe N, Q and I2 statistics, and sensitivity analyses were also conducted and will be reported on the poster. The overall analysis resulted in a significant, large effect (D=0.844, p