The Effectiveness Of A School Wide Intervention To Change Physical Activity Levels In High School Students
Bibliographic record
Abstract
Saskatchewan in motion is a partner-based provincial initiative aimed at increasing physical activity for health, social, environmental and economic benefits. Given the rise in the prevalence in overweight and obesity among youth, engaging schools in this initiative has been an ongoing priority. An in motion high school is one that values and actively promotes the health benefits of physical activity and supports opportunities for students and staff to be physically active on a regular basis. Schools that adopt the in motion strategy commit to providing a minimum of 30 minutes of PA every day for every student purpose: To evaluate the impact of a 5-month school-wide PA intervention among high school students. METHODS: A total of 339 students in grades 9-12 from 2 urban and 2 rural schools in a prairie province in Canada participated in the study. One urban (n=124) and one rural school (n=46) participated in the in motion initiative while the remaining urban (n=140) and rural (n=29) schools did not. Self-reported PA was assessed with the IPAQ and data were collected at the beginning of the initiative (January) and the end of the school year (May). Compliance to the in motion initiative was assessed using teacher records and logs. RESULTS: There were no significant differences in PA scores from Time 1 to Time 2 in the urban in motion school. PA scores at the rural in motion school increased significantly from Time 1 to Time 2 (4,600.6 vs. 7,661. MET min/wk; p<.01). Among rural boys, participation in vigorous PA significantly increased (3,354.7 vs. 5,616.0 MET min/wk; p<.01), while among rural girls participation in moderate PA (821.5 vs. 1,655.8 MET min/wk; p<.05) and walking (1,000.2 vs. 2,021.7 MET min/wk; p<.05) was significantly higher. CONCLUSION: The results suggest that the in motion initiative was effective at increasing PA levels among rural high school students. While boys increased their PA through vigorous activities, girls tended to increase their PA through low to moderate PA. Future research exploring gender differences and understanding more fully why such initiatives are more effective in rural vs. urban schools will enable programmers to further tailor such health promotion initiatives for high school students.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".