Adapting Active Science to PE Curricula: Examining Feasibility and Acceptability in Low-Income, Urban Public Schools

ABSTRACT

Purpose: Children in low-income, urban areas are at a greater risk of poor physical activity (PA) and academic outcomes. The purpose of this study was to examine feasibility, acceptability, and engagement of a pilot implementation of the Active Science (AS) exer-learning program in 3^rd grade physical education (PE) classes to inform potential upscaling after efficacy evaluation. Methods: AS was implemented within PE at five public schools serving low-income, urban neighborhoods, using a phased implementation approach. A mixed methods approach was utilized; feasibility and engagement were measured using quantitative dose and fidelity measures, students were surveyed regarding acceptability, and PE teachers were interviewed pre/post-intervention regarding perceptions of the program. Results: N = 638 students in k = 25 PE classes across five schools averaged 8.8 weeks of AS implementation with nearly universal inclusivity. Students averaged 1468 steps/session; an average of 15% of available PE class time was spent in MVPA. Semi-structured interviews revealed high staff perceptions of feasibility, as well as specific improvements that should be implemented before upscaling. Conclusions: Process and PA measures indicate high feasibility, with excellent engagement across all five schools. Together with high acceptability reported by students and staff, these results show that AS can feasibly integrate into PE classes low-income, urban schools to improve student engagement in both PA and science learning.

KEYWORDS:

• Youth
• physical activity
• exercise
• exer-learning
• exergaming

Acknowledgments

The authors would like to acknowledge the administration, teachers, parents, and students of the Lawrence Public School system, without whom this study would not be possible.

Additional information

Funding

Our research had no funding. We received IRB approval prior to data collection.