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<h5 class="section-title" id="d10995684e184">Objectives:</h5>
<p id="P1">To assess the impact of Power Up for 30, a flexible, Comprehensive School
Physical
Activity Program-based state-wide elementary school initiative, on school physical
activity opportunities (physical education, recess, in-class physical activity, before-school
physical activity, and after-school physical activity) one year after Power Up for
30 training.
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<h5 class="section-title" id="d10995684e189">Design:</h5>
<p id="P2">Quasi-experimental.</p>
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<h5 class="section-title" id="d10995684e194">Methods:</h5>
<p id="P3">In 2013, all 1333 public Georgia elementary schools were invited to complete
the School
Physical Activity Survey which assessed school physical activity opportunities. Upon
survey completion, schools were invited to attend training. Of the 719 (54%) schools
meeting survey response criteria, 300 schools attended training by 9/2014 and 419
schools did not. Between 3/2015–5/2015, 79 trained and 80 untrained schools were randomly
selected to receive a follow-up survey assessing the frequency and duration of physical
activity opportunities. Analyses, adjusted for baseline physical activity opportunities
and school characteristics, compared weekly minutes of physical activity opportunities
at follow-up between trained and untrained schools.
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<h5 class="section-title" id="d10995684e199">Results:</h5>
<p id="P4">In adjusted analyses at follow-up, trained schools provided 36 more minutes
of weekly
physical activity opportunities than untrained schools (99% confidence interval: 16–56),
particularly during recess (mean difference: 8min per week; 99% confidence interval:
0–17), during in-class breaks (mean difference: 11 min per week, 99% confidence interval:
3–20), and before school (mean difference: 8 min per week, 99% confidence interval:
4–12).
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<h5 class="section-title" id="d10995684e204">Conclusions:</h5>
<p id="P5">Flexible, multi-component interventions like Power Up for 30 increase physical
activity
opportunities. If future studies identify that school physical activity opportunities
positively impact student physical activity, this model may be a feasible strategy
for broad-scale implementation.
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