Classroom-Based Strategies to Reduce Disparities in Physical Activity Among Children with Asthma

Classroom-Based Strategies to Reduce Disparities in Physical Activity Among Children with Asthma

Children with asthma often experience physical activity (PA) induced symptoms 5–15 min following the start of exercise. Classroom PA breaks provide short intermittent bouts of PA and may represent a novel strategy to safely promote PA participation in this clinical population. The purpose of this st...

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Bibliographic Details
Published in:Prevention science Vol. 23; no. 4; pp. 587 - 597
Main Authors: Beemer, Lexie R., Lewis, Toby C., Ajibewa, Tiwaloluwa A., Dopp, Richard, B.Eisman, Andria, Hasson, Rebecca E.
Format: Journal Article
Language:English
Published: New York Springer US 01-05-2022
Springer
Springer Nature B.V
Subjects:
Asthma
Child
Child and School Psychology
Childhood
Children
Children & youth
Classroom Techniques
Classrooms
Cough reflex
Diseases
Documentation
Elementary School Students
Exercise
Feasibility
Health Psychology
Humans
Intermittent
Intervention
Medicine
Medicine & Public Health
Middle School Students
Middle schools
Participation
Physical Activities
Physical activity
Physical fitness
Physical symptoms
Public Health
School based intervention
Schools
Sedentary
Sedentary Behavior
Students
Symptoms (Individual Disorders)
Teachers
Time use
Michigan (Detroit)
Classroom-based physical activity
Children
Intermittent exercise
Adolescents
Asthma
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Summary:Children with asthma often experience physical activity (PA) induced symptoms 5–15 min following the start of exercise. Classroom PA breaks provide short intermittent bouts of PA and may represent a novel strategy to safely promote PA participation in this clinical population. The purpose of this study was to determine the feasibility of a classroom-based PA intervention, Interrupting Prolonged Sitting with Activity (InPACT), where teachers implement 5 × 4-min moderate-to-vigorous physical activity (MVPA) breaks throughout the school day. Nine classrooms at one elementary-middle school in Detroit, MI (student demographics: 79% Hispanic; 80% on free/reduced lunch; 31% prevalence of asthma and asthma-like symptoms) participated in this 20-week intervention. Asthma status was self-reported via the International Study of Asthma and Allergies in Childhood (ISAAC) Video Questionnaire in conjunction with nurse documentation. PA participation, exercise intensity, and asthmatic symptom occurrence were assessed via direct observation. Students accumulated approximately 17 min of activity per day during PA breaks. Compared to students without asthma, a higher percentage of students with asthma participated in MVPA (asthma: 52.9% ± 1.2%; non-asthma: 46.2% ± 0.8%; p  = 0.01), a lower percentage participated in light PA (asthma: 25.9% ± 1.0%; non-asthma: 30.1% ± 0.7%; p  = 0.01), and sedentary time during activity breaks (asthma: 21.2% ± 0.9%; non-asthma: 23.8% ± 0.7%; p  = 0.02). Out of 294 observations, six instances of asthmatic symptoms (coughing) were observed in students with asthma 5–15 min following the PA break. Symptoms self-resolved within 15-min of the PA break and did not result in sustained exercise-induced bronchoconstriction. Classroom-based interventions that incorporate short intermittent bouts of PA represent safe exercises for children with asthma and may help to reduce PA disparities in this clinical population.
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ISSN:1389-4986
1573-6695
DOI:10.1007/s11121-022-01347-7