RESEARCH

*****RESEARCH COMPLETED*****

School-Related Factors that May Influence
Healthy Fitness Behaviors in 5th Grade Students

By Phyllis Blatz, Sheila Kelly, and Albert Rios

Pilot Study Complete with Appendices  ( PDF )
Appendices A, B, & C  ( PDF )

Editor’s Comment: This inaugural pilot study was designed and funded by the Foundation for the Promotion of Healthy Lifestyles, a substructure of CAHPERD.  Members of the Research Committee were Phyllis Blatz, Chair; Dr. Andrea Brown, Dr. Grant Hill, and Joan Van Blom.  The purpose of the undertaking was twofold: (1) to validate the credibility of the Foundation as a worthy recipient of future grant funding, and (2) to further research efforts which examine factors that may influence student lifestyle choices.   Additional details and referenced appendices are available on the CAHPERD website: www.cahperd.org through December 2006.

Introduction
            It is widely acknowledged that the strength of a nation is dependent upon the contributions of its citizens.  A significant factor that impacts the quality of such contributions is the health and fitness of each individual.  Currently, health related fitness of children and youth in California schools is measured by the Fitnessgram in grades 5, 7, and 9, as administered within physical education classes.  In this era of budget crises and emphasis on standardized math and reading scores, many California school districts have curtailed physical education programs, or do not employ fully qualified teachers to conduct them.  Coincidentally, statistics in recent years have indicated a drastic increase in childhood obesity, early onset diabetes and heart disease.  Legislators and school administrators have partially responded to this crisis by requiring healthier snack options and food choices on school campuses.  In addition, there appears to be a greater awareness that overall academic performance may be enhanced through the maintenance of an active healthy lifestyle.

Background
            Many research studies have concluded that even in those schools where there are physical education programs, the quality of those programs is often substandard and of limited value.  This may be due, in part, because school boards, principals, and teachers feel pressure to place most of their schools’ emphasis on academic achievement, thus making subjects such as physical education, art, music, and drama of limited value and thus a reduced priority in the school day (Datar & Sturm, 2004).  Faucette and Patterson (1989) stated that though most classroom teachers presumably have the best interest of students at heart, they may simply lack the necessary information to appreciate and respect physical education as an integral and vital part of a balanced school curriculum.  In addition, simply providing opportunities for more daily physical activity to children does not guarantee an increase in the amount of physical activity among children.  Children need a carefully planned physical education program in which a majority of the class time is devoted to moderate-to-vigorous activity (Simons-Morton, Taylor, Snider, & Huang, 1993).
            Generally, physical education specialists have been more effective in teaching physical education than classroom teachers.  A study by Sallis, McKenzie, Alcaraz, Kolody, and  Faucette & Hovell (1997) found that the largest fitness gains were found in specialist-led students   In another study (Mutyala, 2003), lessons taught by physical education specialists resulted in the children accruing more active minutes and expending more energy than in classes taught by classroom teachers.

Focus
The purpose of this pilot study was to investigate and determine if specific school-related factors were associated with passing scores on the Fitnessgram test for 5th grade students.  Elementary schools were divided into pairs with one high performing and one low performing school, as indicated by percentage of students in the school whose scores were within the Healthy Fitness Zone. 
Variables investigated in this study included:
} Adequacy of preparation of teachers to conduct the Fitnessgram test
} Teacher knowledge about procedures to conduct the test
} Level of support for physical education by administrator or teacher leaders
} Evidence of a healthy school environment
} Evidence of a coordinated physical education curriculum
} Use of a structured grading system for physical education
} Time allotment given to regular structured physical education lessons
}  Availability of facilities and equipment for physical education activities
} Community/out-of-school activity programs available to students
} Attitudes of teachers and administrators toward physical education
} Participation of teachers and administrators in physical activity

Methods
Selection of Schools
            The study was conducted in the Long Beach Unified School District.  The two pairs of schools were considered to be equivalent in regards to socioeconomic level and ethnic groups’ percentages.  Two of the schools had percentage of students passing the Fitnessgram test in the highest quartile and two had percentages of passing scores in the lowest quartile.   A letter of invitation and composition was sent to each site principal.  Teachers and administrators from the four schools were interviewed and surveyed to gather supportive data.
Subjects
            Eight 5th grade classroom teachers (two from each school), and four administrators (one from each school) agreed to participate in this study.  The schools were selected on the basis of Free or Reduced Meals and publicly posted Fitnessgram scores of students.  All teachers participating in the study were randomly selected from each school site.  The administrators are self-identified. 
Survey Instrument
            Two surveys were used in this study.  The first survey, the Healthy School Environment Survey (Appendix A), consisted of fifteen questions and was completed by each school’s site administrator (the principal).  The questions included the School Wellness Policy, food and drinks offered and purchased throughout the school, extracurricular physical activity programs, and educational information regarding health and wellness.  The second survey, the CAHPERD Teacher Survey (Appendix B), consisted of 20 questions and was completed by each of the eight teachers.  The questions included their background, experience, and qualifications, the number of students and classes tested, the testing procedures and organization, the perceived support of the site administrator, and the amount of physical education the students are involved in.  The Healthy School Environment Survey and the CAHPERD Teacher Survey were developed by the CAHPERD Foundation Research Committee.  The latter questionnaire was validated by three elementary teachers, and three other physical education experts as identified by National Board certification, CAHPERD Teacher of the Year, or participation in the California Subject Matter Project.
Teacher Interviews
            Each of the eight 5th grade classroom teachers was interviewed by a separate investigator.  Each interview was audiotaped with the permission of the teacher and lasted approximately 30 minutes.  A 14-question interview guide was used during the sessions to ensure that a similar type of information was collected from each teacher (Appendix C).

Results and Discussion
            The Healthy Environment Survey, completed by the principals of each school, indicated that none of the four schools had a school wellness policy.  Fruit was available on the regular lunch menu two to three times a week except for one low fitness school which offered fruit daily.  No snacks were offered to students except for cheetos and cookies at one of the highly fit schools after school and Jamba Juice to one of the low fit schools once a month.  None of the schools offered vending machines to the students except for one highly fit school, where an estimated 50% of students purchase sodas, 50% purchase fruit juice, and 80% select water.  The only other item offered in the vending machines was milk.  The only candy sales that were permitted at the schools were by one of the low fit schools who offered popsicles once a week.  The only school that offered a physical activity program before or after school was a highly fit school.  Information regarding proper nutrition, harmful substances, elements of physical fitness, and developing and maintaining a healthy lifestyle were presented in the curriculum during some point during elementary school years, although when these topics were introduced varied from school to school.  Overall, all the schools rated their school environments and programs in promoting healthy lifestyles for their students as good, except for one low fit school which rated its environment as inadequate. 
            All eight 5th grade teachers completed the CAHPERD Survey and answered all of the onsite interview questions.  The investigators found that three of the four schools had recreational aides who  facilitated or assisted in their physical education programs.  Those schools that had more opportunities to practice the various items of the fitness test prior to the formal testing and had more instruction from the teacher or recreational aide had higher fitness scores.  The two schools that scored well had more organized games, as opposed to the other two schools that had a more unstructured class. 
Most of the schools split up their classes so the classes were smaller. Although this may not have directly impacted fitness level scores, it may have affected the academic environment and proved beneficial in that area.  All schools based grades on effort/participation; therefore this doesn’t prove to be a noteworthy consideration either.  Equipment and school play areas varied from school to school.  Most of the schools bought or expect to obtain more equipment and facilities since last year and may that may affect the fitness scores of the students in the future.  Three of the four schools offered an opportunity to stay after school on the playground or play games.  However, only one school offered an actual program which appears to indicate that this option didn’t have a major impact on the fitness levels of students in the pilot schools.          
            Common themes arose when asking the teachers what they thought contributed to students’ scores in and out of the Healthy Fitness Zone.  Those students who mainly achieved fitness scores in the Healthy Fitness Zone were involved in sports outside of school and were more active and motivated in general.  The home environment also appeared to play a large role.  These teachers seemed to feel that family support of sport participation and good nutritional habits at home play a key role in the students’ fitness levels. 
            Students who scored below the Healthy Fitness Zone also had similar characteristics according the teachers interviewed.  These students were more likely to be overweight, obese, not involved in sports outside of school, have unsupportive parents, poor nutrition and were thought to have a negative attitude toward sport and physical activity.  They are the students typically more likely to have a sedentary lifestyle, play a lot of video games, and watch TV more often.

Recommendations
            The results of this pilot study seem to indicate the need for further research in critical areas.  However, before further research is done, this study should be replicated at the same schools to validate it.  Some of the schools also indicated that they were planning on making positive changes in their nutrition and physical education programs.  Therefore, it will be necessary to see how these changes affect the results.  After this study is validated, it would be beneficial for future studies to interview more schools and teachers in the Long Beach Unified School District, as well as in surrounding areas in the southern California area. 
             The recreational aides as well as the teachers should be surveyed and interviewed to get a more specific understanding of the physical education programs.  The recreational aides should also be asked more questions about their perceptions of the programs and their experience, background, and training in physical education.  In this study, only the teachers were interviewed.  Site administrators should be interviewed in future research in addition to being surveyed as they were in this study.   
              Including seventh and ninth grade teachers in future research will also create information to compare the different grade levels of when fitness levels of students are tested using the Fitnessgram.  Samples of elementary school curriculums should be collected and looked at to determine when certain subject areas relating to health and wellness are offered, as described in the Healthy School Environment Survey.  This will help identify whether fitness levels of students are influenced by the time frame in which health and wellness topics are offered.  

About the Authors:
Phyllis Blatz is a Trustee of the CAHPERD Foundation for the Promotion of Healthy Lifestyles and a part-time Lecturer at California State Uuniversity – Long Beach.  Sheila Kelly is a graduate student at that University pursing her Master of Arts degree in Kinesiology.  Albert Rios is a graduate of CSULB and is currently working as an Adapted Physical Educator in the Los Angeles Unified School District.

References

1.  Datar, A. and Sturm, R. (2004). Physical education in elementary school and body mass index: evidence from the early childhood longitudinal study. American Journal of Public Health, 94(9), 1501-1506.

2.  Faucette, N., and Patterson, P. (1989). Classroom teachers and physical education: what they are doing and how they feel about it. Education, 110(1), 108-114.

3.  Mutyala, D. (2003). Physical education in schools inadequate. Nation’s Health, 33(3), 16-19.

4.  Sallis, J., McKenzie, T., Alcaraz, J., Kolody, B., Faucette, N., & Hovell, M. (1997).  The effects of a 2-year physical education program (SPARK) on physical activity and fitness in elementary school students.  American Journal of Public Health, 87(8), 1328-1335.

5.  Simons-Morton, B., Taylor, W., Snider, S & Huang, I. (1993). The physical activity of fifth-grade students during physical education classes.  American Journal of Public Heath, 83(2), 262-264.

Pilot Study Complete with Appendices  ( PDF )
Appendices A, B, & C  ( PDF )