Author(s): ALI, A., MUGRIDGE, O., OBRIEN, W., BASU, A., MUMME, K., ADAMS, J., SNOWLING, N. , Institution: MASSEY UNIVERSITY, Country: NEW ZEALAND, Abstract-ID: 561

INTRODUCTION:
The Healthy Active Learning (HAL) initiative aims to increase physical activity (PA) of students in school and community settings. This study examined the effect of HAL on PA metrics using accelerometry.
METHODS:
Students (5-13 y) wore an accelerometer on the non-dominant wrist for 5-7 days. Data (hourly steps; sedentary, light, moderate and vigorous minutes/hour) were recorded at two timepoints (T1=2020/21, T2=2022/23) at 46 New Zealand schools. Schools were classified by the level of intervention at each timepoint. Phase 1 schools (P1) were baseline at T1, Phase 2 schools (P2) were baseline at T2. Logistic regression explored the effect of HAL over time for overall movement; in-school (9am-3pm); out-of-school (7-9am/3-9pm, weekdays); weekdays; and weekend movement.
RESULTS:
Overall, 1972 students (~53% female, mean age 9.5y) participated from 17 Phase 1 schools (n=756 [T1], n 457 [T2]) and 19 Phase 2 schools (n=489 [T1], n=272 [T2]). Some students (n=134) took part at both timepoints. In-school steps increased over time for Phase 2 schools and decreased for Phase 1 schools (1213 [T1, P1] to 1178 [T2, P1] steps/hour, 1177 [T1, P2] to 1215 [T2, P2] steps/hour, p=0.001). Overall, in-school, and weekday light minutes/hour increased for Phase 1 and Phase 2 schools (20 [T1, P1] to 33 [T2, P1] minutes/hour, 20 [T1, P2] to 33 [T2, P2] minutes/hour, p=0.02; p<0.001, p=0.03 respectively). In-school and weekday moderate/vigorous minutes/hour decreased for Phase 1 and Phase 2 school (21 [T1, P1] to 14 [T2, P1] minutes/hour, 22 [T1, P2] to 15 [T2, P2] minutes/hour, p<0.001; p=0.02 respectively).
No effect of HAL over time was observed for overall, out-of-school, weekdays and weekend steps; any time measure of sedentary minutes/hour; out-of-school and weekend light minutes/hour; overall, out-of-school and weekend moderate/vigorous minutes/hour; nor longitudinal student data.
CONCLUSION:
The increase in light intensity activity over sedentary behaviour is a positive outcome. Nevertheless, there was a significant reduction in MVPA in both Phase 1 and Phase 2 over time. This may be due to low-intensity PA during the so-called ‘brain breaks’ that was becoming more commonplace in schools. In-school activity was higher than out-of-school activity, and weekend hours. However, the changes to sedentary, light and MVPA were similar to overall activity.