The effects of a structured physical activity programme on biomechanical fitness, obesity measures, activity levels and academic achievement in primary school children

Abstract

Background: Malta is currently facing a childhood obesity epidemic in a background of high academic pressure and low daily moderate-to-vigorous physical activity levels (MVPA). The provision of a structured PE curriculum designed to increase MVPA levels in schools hasn’t yet been studied in Malta. Methods: 120 children aged 9-to-10 years, attending state primary schools, participated in this one-year study, based on a time series non-equivalent control group design. 76 children constituted the intervention group undergoing Sports, Play and Active Recreation for Kids (SPARK) PE curriculum. The control group involved 44 children undertaking the standard national PE curriculum. Jump height and balance were determined through biomechanical testing. Lesson MVPA levels were measured with System for Observing Fitness instruction time (SOFIT). Other measurements included: BMI z-scores, waist circumference, resting heart rate (RHR), general physical activity levels and annual exam results reflecting academic achievement. Results: Results show that raising MVPA levels during PE lessons is feasible through a structured PE curriculum (60.43% in intervention vs 39.06% in control). This attained positive improvements in the intervention group’s BMI z-scores (p=0.007), RHR (p=0.009), balance parameters and jump height (p=0.020). Moreover, its’ application did not affect academic achievement. Conclusion: The innovative concept of biomechanical fitness tests in school children is introduced as an efficient and objective tool in fitness progress monitoring. This study proposes targeting school children and providing them with a structured PE curriculum as a public health initiative in the fight against childhood obesity.