January 1, 2018 - Volume 3 - Issue 1

  • Joseph E. Donnelly, EdD, FACSM
  • 2379-2868
  • 2379-2868
  • Twice each month

​​​​​​​​In the 1 January 2018 issue of TJACSM, Bartholomew and colleagues have provided results from the NIH-funded I-CAN! trial that utilized 2,493 racially/ethnically diverse 4th-grade students to investigate the role for active lessons to increase physical activity in elementary school children. Using cluster randomization, 28 elementary schools were assigned to either intervention (N=19) or control (N=9). Teachers underwent only 1 day of training to install active lessons suggesting the ease and efficiency of active lesson training in elementary school teachers. Main results found students in intervention schools accumulated and average of 2,645 additional steps compared to students in control schools. MVPA was significantly greater over the school week in treatment compared to control schools with no difference for sedentary time suggesting that no compensation for active lessons occurred. Effects for active lessons were not moderated by race, sex, SES, BMI, or fitness and this is an interesting and important finding for I-CAN! since existing literature has indicated moderation, especially for race, BMI, and SES. Thus, the I-CAN approach appears efficient to install, suffered minimal attrition, and provided benefits to virtually all students randomized to intervention. The authors provide discussion of several interesting avenues for further investigation including students' perceptions of the active lessons, potential differential impact for suburban versus urban and rural schools, and additional avenues to accumulate MVPA through the school day. This successful intervention adds to the growing literature for the positive influence of providing active lessons for school children.​

The Translational Journal of The American College of Sports Medicine publishes translational research on exercise and exercise policy. Scope and mission are located on the journal's website (http://journals.lww.com/acsm-tj/Pages/aboutthejournal.aspx) and instructions for authors may be found on the journal's manuscript submission website (http://edmgr.ovid.com/tjacsm/accounts/ifauth.htm). ​


Joseph E. Donnelly, EdD, FACSM