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Impact of 3 Years of Classroom Physical Activity Bouts on Time-on-Task Behavior.

Wed, 06/21/2017 - 08:15
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Impact of 3 Years of Classroom Physical Activity Bouts on Time-on-Task Behavior.

Med Sci Sports Exerc. 2017 Jun 13;:

Authors: Szabo-Reed AN, Willis EA, Lee J, Hillman CH, Washburn RA, Donnelly JE

Abstract
Participation in classroom physical activity (PA) may improve time-on-task (TOT), however, the influence of sustained moderate-to-vigorous PA (MVPA) on TOT is unknown.
PURPOSE: To explore the influence of classroom PA delivered with academic lessons on TOT, determine if the relationship between classroom PA and TOT differs by age, sex, race/ethnicity, weight or baseline fitness, and identify the influence of MVPA on TOT when controlling for demographic variables.
METHODS: Teachers in intervention schools were asked to deliver two, 10-minute PA lessons/day, 5 days/week. PA was observed in both intervention and control schools to determine the amount and intensity of PA. TOT was observed prior to and immediately following PA. Anthropometrics and fitness were assessed at baseline and end of the school year for 3 years. Multilevel modeling was utilized to estimate overall group difference, change over the study, and group difference in change while accounting for covariates.
RESULTS: Students who participated in PA lessons engaged in significantly more MVPA than those in the control schools in all three years (all p<.001). There was a significant linear increase in the percent of TOT before PA lessons for both control and intervention groups over the 3-year period (p<.001), with no group difference. The intervention group spent significantly more TOT (p=.01) following PA than the control group. The percent of time spent in MVPA was significantly associated with the percent of TOT (p<.01).
CONCLUSION: Results indicate that children who received PA lessons participated in significantly more MVPA than those who did not and that PA was significantly associated with more TOT. These findings provide support for classroom PA as a means of increasing TOT in elementary aged children.

PMID: 28614194 [PubMed - as supplied by publisher]

Weight management in adults with intellectual and developmental disabilities: A randomized controlled trial of two dietary approaches.

Wed, 03/29/2017 - 01:13
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Weight management in adults with intellectual and developmental disabilities: A randomized controlled trial of two dietary approaches.

J Appl Res Intellect Disabil. 2017 Mar 23;:

Authors: Ptomey LT, Saunders RR, Saunders M, Washburn RA, Mayo MS, Sullivan DK, Gibson CA, Goetz JR, Honas JJ, Willis EA, Danon JC, Krebill R, Donnelly JE

Abstract
BACKGROUND: The prevalence of obesity among individuals with intellectual and developmental disabilities (IDD) is equal to or greater than the general population.
METHODS: Overweight/obese adults (BMI ≥25 kg/m(2) ) with mild-to-moderate intellectual and developmental disabilities were randomized to an enhanced stop light diet (eSLD = SLD + portion-controlled meals, n = 78) or a conventional diet (CD, n = 72) for an 18 months trial (6 months weight loss, 12 months maintenance). Participants were asked to increase physical activity (150 min/week), self-monitor diet and physical activity and attend counselling/educational sessions during monthly home visits.
RESULTS: Weight loss (6 months) was significantly greater in the eSLD (-7.0% ± 5.0%) compared with the CD group (-3.8% ± 5.1%, p < .001). However, at 18 months, weight loss between groups did not differ significantly (eSLD = -6.7% ± 8.3%; CD = 6.4% ± 8.6%; p = .82).
CONCLUSION: The eSLD and CD provided clinically meaningful weight loss over 18 months in adults with intellectual and developmental disabilities.

PMID: 28332246 [PubMed - as supplied by publisher]


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