O8-3 A school-based quasi-experimental intervention to improve students' motor competence and physical fitness

Abstract Background Previous research has shown that school can be an influential context to promote students' physical activity engagement, physical fitness, and motor competence. The purpose of this study was to investigate the effectiveness of a 5-month-long intervention program that aimed to increase students' motor competence and physical fitness during school days. Methods A quasi-experimental intervention design with pre- and post-tests was implemented. Altogether 325 Finnish Grade 5 (Mage = 11.26, SD = .33) students from five schools participated in the study. At the beginning of the study, students were divided into experimental and control groups on purpose. The intervention consisted of three components: a) weekly 20 minutes sessions of guided training during a regular PE lesson, b) weekly 20 minutes sessions of guided training during recess and c) daily 5 minutes long activity breaks during academic lessons. Intervention activities aimed to increase different elements of physical fitness and motor competence. One week before and one week after the intervention period students' physical fitness levels were measured by 20-meter shuttle run (cardiorespiratory fitness), curl-up and push-up (muscular fitness) tests, and motor competence by 5-leaps (locomotor skills) and throwing-catching-combination (object control skills) tests. Results Repeated measures MANOVA indicated that there was a multivariate interaction effect between experimental and control groups over time (F [5, 222] = 7.52, p=.000, partial η2=.145). Moreover, univariate analysis revealed that students in the experimental group performed significantly better in 20-meter shuttle run test (F [1, 226] = 21,9, p=.000, partial η2=.088), curl-up (F [1, 226] = 4,9, p=.028, partial η2=.021), push-up (F [1, 226] = 15,5, p=.000, partial η2=.064) and throwing-catching-combination (F [1, 226] = 4,0, p=.046, partial η2=.017). There were no differences between experimental and control groups in 5-leaps test (F [1, 226] = 0.003 p=.958, partial η2=.000). Conclusions The intervention program appeared to be effective in increasing students' cardiorespiratory fitness, muscular fitness, and object control skills. This indicates that guided school-based physical activity programs can be influential in promoting physical fitness and motor competence among school children.


Background
If children are encouraged early in childhood to engage in a physically active lifestyle and if they are used to practice physical activity (PA) as children, they are likely to be more active as they grow up (Telama et al., 2014). Nevertheless, in Belgium, only 2% of children 6 to 9 years of age are able to reach PA international recommendations (Wijtzes et al., 2016). Fortunately, holistic school-focused initiatives can raise children's level of physical activity (Heath et al., 2012). Accordingly, the aim of the study was to scrutinise the influence of an innovative pedagogical approach on selfreported PA and lifestyle habits among elementary school children.
Methods 176 pupils (11-13) and 5 physical education (PE) teachers were recruited in the area of Liege. Those pupils took part in a 10 weeks intervention including one weekly session of PE. PE lessons are original since they combine High Intensity Interval Training (HIIT), dramatization and health education. Assessments were performed before (T0), during (process analysis) and after the intervention (T1). Childrens' levels of PA were assessed with the PAQ-C, as their food habits were assessed with the Adolescent food habits Checklist. Children were also invited, before each session, to notify and share their good practices related to the health education activities proposed during the lesson. Results Results exposed significant improvements in self-reported PA (3,09 to 3,26 scores; p > 0,000). As we sort out results by gender, we noticed higher improvements among girls. In contrast, we observed a slight and non-significant decrease in children's food habits (13,88 to 13,55 scores; p = 0,24). On over 400 good practices collected, half were related to physical activity and hydration. By involving physical and psychosocial objectives, the study is expected to provide a deeper understanding of the impact of this teaching method on children.

Conclusion
As Oblomov pedagogy seems to have the potential to generate Abstract citation ID: ckac094.059 O8-3 A school-based quasi-experimental intervention to improve students' motor competence and physical fitness Mikko Huhtiniemi 1 , Kasper Salin 1 , Timo Jaakkola 1 1 Faculty of Sport and Health Sciences, University of Jyvä skylä , Jyvä skylä , Finland Corresponding author: mikko.huhtiniemi@jyu.fi

Background
Previous research has shown that school can be an influential context to promote students' physical activity engagement, physical fitness, and motor competence. The purpose of this study was to investigate the effectiveness of a 5-month-long intervention program that aimed to increase students' motor competence and physical fitness during school days. Methods A quasi-experimental intervention design with pre-and posttests was implemented. Altogether 325 Finnish Grade 5 (Mage = 11.26, SD = .33) students from five schools participated in the study. At the beginning of the study, students were divided into experimental and control groups on purpose. The intervention consisted of three components: a) weekly 20 minutes sessions of guided training during a regular PE lesson, b) weekly 20 minutes sessions of guided training during recess and c) daily 5 minutes long activity breaks during academic lessons. Intervention activities aimed to increase different elements of physical fitness and motor competence. One week before and one week after the intervention period students' physical fitness levels were measured by 20-meter shuttle run (cardiorespiratory fitness), curl-up and push-up (muscular fitness) tests, and motor competence by 5-leaps (locomotor skills) and throwing-catching-combination (object control skills) tests.

Conclusions
The intervention program appeared to be effective in increasing students' cardiorespiratory fitness, muscular fitness, and object control skills. This indicates that guided schoolbased physical activity programs can be influential in promoting physical fitness and motor competence among school children. Keywords: school-aged, intervention, fitness, motor competence Abstract citation ID: ckac094.060 O8-4 The effect of The Daily Mile on primary school children's aerobic fitness levels after 12 weeks: a controlled trial Maxine de Jonge 1 , Jorien Slot-Heijs 1 , Rick Prins 1 , Amika Singh 1 1 Mulier Instituut, Utrecht, The Netherlands Corresponding author: j.slot@mulierinstituut.nl

Background
The Daily Mile is a school-based physical activity intervention that aims to improve children's aerobic fitness levels. It encompasses a 15-minute run for the whole class on or around the school grounds at least three times per week. The Daily Mile is an easy and accessible intervention, but the downside is a low threshold to stop or skip a session. Therefore, we aimed to determine 1) the effects of performing The Daily Mile for 12 weeks on the aerobic fitness levels of Dutch primary school children and 2) if additional personal support for teachers impacted the effectiveness of The Daily Mile.

Methods
We conducted a controlled trial in grades 5 through 8 of nine primary schools across the Netherlands. Schools were allocated to control, intervention (12 weeks The Daily Mile) or intervention-plus (12 weeks The Daily Mile and additional support) group. Children completed the shuttle-run test (SRT) at baseline and follow-up, 12 weeks apart. We analyzed the data using multi-level linear regression models clustered within individuals and by classes and schools. All models were adjusted for sex and age.

Background
Interventions promoting healthy behaviors such as physical activity are effective to prevent overweight and obesity among adolescents. Following such interventions, body satisfaction change could be discrepant with weight change (e.g. less body satisfaction while having lost weight), and decrease sustainability of behaviors in the long-term. This study aimed to describe the discrepancy between body satisfaction change and weight change among adolescents following a 2-year school-based intervention, and to identify associated sociodemographic factors.

Methods
Adolescents from the 2-year school-based 'Promotion de l'Alimentation et de l'Activité Physique' study conducted in northeastern France from 2006 to 2009 were included. Body satisfaction change was assessed using a self-administered questionnaire at the end of the study. Weight change was measured by the difference of body mass index z-score at end and start of the study. Discrepancy between body satisfaction change and weight change was described with cross-tabulations and weighted Cohen's kappa. Sociodemographic factors associated with discrepancy were determined by multivariate logistic regression models.

Results
Among the 3279 adolescents included (mean AE standard deviation age= 15.2AE0.6 years), the proportion of discrepancy between body satisfaction change and weight change was 74.8% (pessimism= 41.6%; optimism= 33.2%). The weighted Cohen's kappa indicated high discrepancy (?= 0.09; 95% confidence interval [0.07; 0.11]). The likelihood of discrepancy, especially pessimism was higher in boys than in girls (odds ratio= 1.44, 95% confidence interval [1.19; 1.74], p= .0002), and higher in adolescents with high socioeconomic status than in those with low socioeconomic status (odds ratio= 1.82; 95% confidence interval [1.20; 2.74], p= .004) Conclusions Discrepancy between body satisfaction change and weight change was high among school-aged adolescents with increased likelihood for boys and adolescents with high socioeconomic status. Body satisfaction change should be