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Department of Health and Exercise Science, The College of New Jersey, Ewing, New Jersey; and 2Antiel Elementary School,
Ewing, New Jersey
ABSTRACT
INTRODUCTION
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METHODS
Experimental Approach to the Problem
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was obtained from all parents and child assent was obtained
from the participants.
Testing Procedures
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Weeks 12
Weeks 34
Weeks 56
Weeks 78
ALT FR wave
Air walker
Chest push
Chest pass
ALT knee tap
Crab walk
Bosu climber
Bosu bridge
Cone trail
Quick jump
Sit and spin
ST Surfer
FR jump jack
Air walker
Chest push
Target toss
Get up and go
Crab walk
Bosu climber
Bridge tap
Cone trail
Square jump
Prone SP
ST Surfer
FR jump jack
EB push-up
OH slam
Target toss
Get up and go
Bear crawl
Burpee
Bridge tap
Touch and go
Square jump
Prone SP
Hand surfer
MB or SP
FR slams
EB push-up
OH slam
MB jump
ALT hand tap
Bear crawl
Burpee
Prone raise
Touch and go
Triple jump
Supine SP
Hand surfer
MB or SP
*FIT = fundamental integrative training; FR = fitness ropes; EB = equalizer bars; ALT = alternate right and left limb; MB = medicine
ball; OH = overhead; SP = Spooner; ST = standing.
New exercise for 2-week microcycle. See Training procedures text for additional details.
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Outcome
PACER (laps)
Long jump (cm)
CON group
Pre
Post
Raw
D
Pre
20.6 6 3.2
24.1 6 3.2z
3.5
14.9 6 1.5
14.3 6 1.6
20.6
113.6 6 4.1
2.1
21.4
Raw
D
Post
89.2 6 5.2
84.6 6 4.6
83.2 6 3.4
Sit-ups (repetitions)
35.1 6 4.3
44.9 6 4
9.8
35.4 6 4.5
41.6 6 4.9
Push-ups
(repetitions)
Right leg sit and
reach (cm)
Left leg sit and
reach (cm)
11.5 6 1.9
15.9 6 1.8z
4.4
10.1 6 2.2
9.2 6 2.1
20.9
23.7 6 1.6
26.3 6 1.6
2.6
26.9 6 1.2
26.7 6 1.1
20.2
24.5 6 1.6
26.8 6 1.7
2.3
27.7 6 1.3
6.2
Within- and
betweengroups effect
size (h2)
0.182
0.113
0.121
0.082
0.242
0.072
0.033
0.002
0.348
0.050
0.110
0.025
0.357
0.002
*FIT = fundamental integrative training; PACER = progressive aerobic cardiovascular endurance run; CON = control.
Values are mean 6 SEM.
zp # 0.05 between FIT and CON groups at posttime point.
p # 0.05 from pre to post within groups.
complex movement capacities. During weeks 58, participants created their own exercises at a mix and match station
using information learned during the first 4 weeks of the FIT
program. That is, FIT participants created new exercises with
medicine balls or spooners, which contributed to a masteryoriented climate as they were able to control the type of task
engagement and overcome challenges that were selfdetermined as they applied learned skills in novel situations.
Figure 1. Percent change in fitness performance following fundamental integrative training (FIT).
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RESULTS
All participants completed the study according to aforementioned procedures, and no injuries or untoward responses
were reported during the study period. The FIT and CON
groups had participation rates in regularly scheduled PE of
99 and 97%, respectively, during the study period. There
were no differences between the FIT and CON groups for
the demographic variables including age, body mass and
height, and BMI. There were no significant differences
between the FIT and CON groups at baseline for any of
the variables including PACER, push-up, sit-up, single-leg
hop, and sit and reach scores. A significant interaction of
group and time was observed after the 8-week intervention
for the PACER, push-up, single-leg hop and sit and reach
tests, which indicate that training responses were different
between FIT and CON (Table 3). There was no significant
interaction of group by time indicated for the sit-up and the
long jump tests. Percent improvements in fitness performance highlighting significant group interactions are presented in Figure 1. Pre-post percent changes after FIT
were significantly greater for the PACER laps, push-up repetitions, single-leg hop, and right and left leg flexibility tests.
Using h2, there was a medium between-groups effect size for
the PACER test and small between-groups effect size for the
long jump, single-leg hop, sit-up, push-up, and sit and reach
tests (Table 3).
DISCUSSION
The primary aim of this study was to evaluate the efficacy of
a novel, multifaceted school-based intervention on healthand skill-related fitness measures in primary school children.
The FIT program was found to be a safe, effective, and
worthwhile method of conditioning for children that provided opportunities for participants to improve cardiorespiratory and muscular fitness. Treatment effects were found for
both health- and skill-related fitness measures, and no
injuries occurred throughout the training period. Given that
the FIT program was designed to keep participants active
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PRACTICAL APPLICATIONS
Children in this study had an opportunity to learn proper
movement mechanics on a variety of exercises while
improving their physical fitness in a supportive environment
that was fun and mentally engaging. Although this investigation did not compare performance between children with
high and low motor competence, FIT may be particularly
beneficial for children with low muscle strength or reduced
motor skill development because they may be less likely to
engage in physical activity and most likely to benefit from
developmentally appropriate exercise training (14,16,17).
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ACKNOWLEDGMENTS
The authors thank the children for participating in this study
and gratefully acknowledge Bud Kowal and the Ewing
Township School District in New Jersey for supporting this
study.
REFERENCES
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increase in school-based physical education increases muscle
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VOLUME 29 | NUMBER 5 | MAY 2015 |
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