Off-campus UMass Amherst users: To download campus access dissertations, please use the following link to log into our proxy server with your UMass Amherst user name and password.
Non-UMass Amherst users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
Dissertations that have an embargo placed on them will not be available to anyone until the embargo expires.
Author ORCID Identifier
Open Access Dissertation
Doctor of Philosophy (PhD)
Year Degree Awarded
Month Degree Awarded
Dr. Sofiya Alhassan
Dr. Patty Freedson
Dr. Lisa Chasan-Taber
Community Health and Preventive Medicine | Kinesiology | Public Health
PURPOSE: To examine the feasibility and efficacy of a three-month, cluster-randomized workplace PA intervention on PA levels and wellbeing measures in preschool classroom teachers. METHODS: Ten preschool centers were randomized into two groups; short-bouts of structured PA (SBS-PA, n=5) or traditional unstructured PA (TRAD-PA, n=5). The SBS-PA intervention consisted of 10-minute structured, teacher-led PA routines implemented within the classroom setting, followed by 20 minutes of unstructured playtime. The TRAD-PA intervention consisted of supervised 30-minute of unstructured free playtime. Both interventions were implemented during the morning and afternoon designated gross-motor playtime for 30 min/session, five days/week for three months. Participants’ PA levels were assessed for five consecutive days using accelerometers. Outcome measures were between group differences in during-preschool PA, general health status, perceived stress, depression status, exercise
self-efficacy and exercise outcome expectations. All measures were assessed at baseline and at 3-months. A multivariate analysis of covariance with repeated measures was used to assess the effect of the intervention on classroom teachers’ PA levels (primary outcome). An analysis of covariance was used to assess effect of the intervention on all remaining variables (secondary outcomes). Intervention fidelity and process evaluations were assessed two days/week using a semi-structured questionnaire. RESULTS: A total of 43 (SB-PA, n=19; TRAD-PA, n=24) classroom teachers participated in the program (mean±SD; age=35.0±6.0; BMI= 30.0±7.6kg/m2). No significant group by time interaction effects were observed in any of the PA variables. The SBS-PA group exhibited a slight decrease in the percent of time spent in sedentary behavior (baseline, 52.9±12.2; post, 51.2±10.5) and increased their percent time spent in light PA (baseline, 45.2±12.5; post, 47.3±10.1). No significant differences were observed in any of the secondary outcome measures. SBS-PA teachers implemented the protocol as intended only 67.2% of the time. Only 56.6% of SBS-PA and 75.2% of TRAD-PA interventions lasted 30 minutes as instructed. CONCLUSION: In this sample of preschool teachers, it does not appear that a short-bouts PA workplace intervention has an impact on teachers’ PA levels or well-being measures.. Strategies to improve protocol adherence should be examined in future workplace PA studies implemented in preschool settings.
Nwaokelemeh, Ogechi O., "Impact of a Preschool Workplace Intervention on Classroom Teachers’ Physical Activity Levels and Quality of Life" (2015). Doctoral Dissertations. 388.