Feasibility of Play-Based Dance to Promote Physical Activity in Second Grade Students

ABSTRACT

Background

Physical activity (PA) is associated with positive health outcomes. However, children’s access to physical activities they enjoy may be limited.

Purpose

To evaluate second-grader’s PA against the U.S. DHHS goals to see if a before-school, play-based dance program contributed to these goals. Operational feasibility was evaluated using activity trackers to measure minutes and intensity of PA.

Methods

A SWOT analysis contributed to intervention implementation. Twenty-seven second-graders enrolled in the Intervention or Comparison group and wore activity trackers three days/week for eight weeks. A multivariate analysis of variance was used to determine differences between the PA intensity of the two groups each week.

Results

All children achieved the U.S. DHHS activity goals. The Intervention group (n =11) averaged 18 more minutes of daily moderate-to-vigorous intensity PA than the Comparison group (n = 10). More girls than boys chose to attend the morning dance, which was implemented for 31 of 50 school days.

Discussion

Our findings support dance as a feasible PA that contributed to activity goals when designed with health and fitness in mind.

Translation to Health Education Practice

Certified Health Education Specialists can use a SWOT analysis and activity trackers to assess opportunities to add PA with guided dance.

Acknowledgments

The authors wish to acknowledge the research contributions of Appalachian State University Department of Research Data Analysis.

Disclosure statement

The authors have no financial involvements connected with the work to disclose.

Human Subjects Approval Statement

A University Internal Review Board and the County School Authorities approved the research activities for the Mornings in Motion study, # 18–0282.

Statement of exclusivity

This manuscript has not been published elsewhere and has not been submitted simultaneously for publication elsewhere.