Influence of Goal Setting on Physical Activity and Cardiorespiratory Endurance in Low-Income Children Enrolled in CSPAP Schools

ABSTRACT

Background: Comprehensive school physical activity programming (CSPAP) has been shown to increase school day physical activity and health-related fitness. The use of goal setting may further enhance the outcomes of CSPAP. Purpose: The purpose of this study was to examine the effect of physical activity leader (PAL) goal setting on school day physical activity and cardiorespiratory endurance in low-income children from schools receiving CSPAP. Methods: Participants were 1704 children (mean age = 9.3 ± 1.6 years) recruited from 5 low-income elementary schools. The schools were stratified into schools where PALs employed goal-setting strategies and no goal-setting strategies. Schoolday step counts and progressive aerobic cardiovascular endurance run (PACER) laps were collected before CSPAP and after 36 weeks. Results: Sixth-graders who received goal setting displayed greater increases in school day step counts (Δ = 665 steps, P < .001, Cohen’s d = 0.38) and PACER laps (Δ = 23.5 laps, P < .001, Cohen’s d = 0.72) compared to children who did not receive goal setting. Discussion: The use of goal setting by school PALs led to greater improvements in physical activity and cardiorespiratory endurance in sixth-graders. Translation to Health Education Practice: Because physical activity and health-related fitness tend to decline as children transition into adolescence, the use of goal setting within school physical activity programming may attenuate these declines.

Acknowledgments

The authors thank the teachers and students who participated in this study.

Funding

This work was supported by a grant (No. S215F140118) from the US Department of Education.

Additional information

Funding

This work was supported by a grant (No. S215F140118) from the US Department of Education.