Via Research Recognition Day Program VCOM-Carolinas 2025

Clinical Educational Research

Assessing the Effectiveness of Physical Activity-Integrated Nutrition Education on Knowledge Retention in Fifth Graders through the PLAY program Sarah Mixson OMS-II 1 , Meghana Arza OMS-II 1 , Saif Ghanayem OMS-II 1 , Dr. Alexis Stoner PhD, MPH 1 and Dr. David Redden PhD 1 1. Edward-Via College of Osteopathic Medicine- Carolinas Campus, Spartanburg, South Carolina

Introduction

Results

Group Score Means Over Time Difference In Magnitude of Change (p = 0.35)

• In recent years, childhood obesity has become a significant public health concern. With many children consuming most of their meals at school, educational institutions are placed in a pivotal position to promote healthy food options. • Although evidence supports the idea that increasing nutritional awareness can enhance the knowledge of healthy eating for students, there has been a lack of research regarding the effective implementation of this nutritional education. • Current literature stresses the benefits of adding physical activity into lessons for student including enhancing cognitive functions, such as attention, concentration, and working memory. 1-3 • The mission of the Promoting Lifelong Activity in Youth (PLAY) program is to provide children with the knowledge necessary to appreciate the health benefits of exercise, establish a positive self image, to teach them creative, exciting, and safe activities. • This study utilized the PLAY program to access the effectiveness of integrating physical activity into nutritional education to enhance students’ knowledge of healthy eating at a fifth -grade level.

Figure 1: Group Score Means Over Time Difference in Magnitude of Change (p=0.35). Sample mean was calculated to determine standard deviation and measure dispersion . There was in increase in average score from pre-test to post-test in both groups. The activity group had a higher increase.

40 45 50 55 60 65 70 75 80 85 90 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

Active Group

Sedentary Group

83.84

Pre-Test

Post-Test p-value Pre-Test

Post-Test

p value

p-value for Group

75.93

Difference in Magnitude of Change

Conclusions Q1 0.19 ± 0.40 0.64 ± 0.50 0.04 0.08 ± 0.28 0.92 ± 0.29 <0.01 Q2 0.44 ± 0.51 0.82 ± 0.40 0.11 0.54 ± 0.52 0.75 ± 0.45 0.41 Q3 0.56 ± 0.51 0.82 ± 0.40 0.23 0.31 ± 0.48 0.75 ± 0.45 0.05 Q4 0.50 ± 0.52 0.64 ± 0.50 0.70 0.62 ± 0.51 0.67 ± 0.49 1.00 Q5 0.25 ± 0.45 0.73 ± 0.47 0.02 0.23 ± 0.44 0.75 ± 0.45 0.02 Q6 0.69 ± 0.48 0.91 ± 0.30 0.35 0.77 ± 0.44 0.67 ± 0.49 0.67 Q7 0.81 ± 0.40 1.00 ± 0.00 0.25 1.00 ± 0.00 1.00 ± 0.00 1.00 Q8 0.75 ± 0.45 1.00 ± 0.00 0.12 0.46 ± 0.52 0.67 ± 0.49 0.43 Q9 0.25 ± 0.45 1.00 ± 0.00 <0.01 0.54 ± 0.52 0.67 ± 0.49 0.69 Total 4.44 ± 1.79 7.55 ± 1.04 <0.01 4.54 ± 1.27 6.83 ± 1.75 <0.01

0.09 0.52 0.61 0.77 0.86 0.16 *** 0.25 0.01 0.35

50.43

49.31

Pre

Post

Active Sedentary

Question 9 Score Differences (p =0.01)

1

Score

49.31 ± 19.86

83.84 ± 11.57

<0.01 50.43 ± 14.07

75.93 ± 19.44

<0.01

0.35

Figure 2: Question 9 Score Differences (p=0.01). Question 9 showed a significant

0.67

*** Due to the question being answered correctly 100% of the time in the Sedentary group, the test cannot be performed. Table 1: Sample Mean and Standard Deviation by Group and Time (p=0.05). The Fisher’s Exact for yes/no outcomes and the Wilcoxon rank sum test were used to test for group differences and analyze ordinal/semi-continuous scores. There was a statistically significant increase in both groups from the pre-test to post-test.

difference from pre-test to post-test in both groups, however the activity group had a higher statistically significant difference compared to the sedentary group.

0.54

Methods

0.25

The study was conducted on two fifth-grade classrooms: an interventional group (active) and a control group (sedentary), which were assigned randomly based on schedule availability.

Pre

Post

Active Sedentary

Discussion

References/ Acknowledgements

● Our findings demonstrate that nutritional education is more constructive to fifth grades when delivered in a physically active setting, suggesting a powerful synergy between movement and learning. ● Limitations of our study include absences during the pre-test and post-test sessions and behavioral variability between both classrooms. ● Future studies can be geared towards including larger sample sizes, a longer-time frame with more lessons, and accounting for behavioral variability. ● By integrating nutritional education into physical education (PE) classes, we can create engaging, interactive learning experiences that reinforce the connection between diet and physical activity. This approach can foster healthier generations and combat the growing challenges of poor nutrition and sedentary lifestyles.

1. Donnelly, J. E., Hillman, C. H., Greene, J. L., Hansen, D. M., Gibson, C. A., Sullivan, D. K., ... & Washburn, R. A. (2017). Physical activity and academic achievement across the curriculum: Results from a 3-year cluster-randomized trial. Preventive Medicine, 99 , 140 – 145. https://doi.org/10.1016/j.ypmed.2017.02.017 2. Haapala, E. (2012). Physical activity, academic performance, and cognition in children and adolescents: A systematic review. Baltic Journal of Health and Physical Activity, 4 (1), 53 – 61. https://doi.org/10.2478/v10131-012-0007-y 3. Petrigna, L., Thomas, E., Brusa, J., Rizzo, F., Scardina, A., Galassi, C., ... & Bellafiore, M. (2022). Does learning through movement improve academic performance in primary schoolchildren? A systematic review. Frontiers in Pediatrics, 10 , Article 8957225. https://doi.org/10.3389/fped.2022.8957225 Edward Via College of Osteopathic Medicine Institutional Review Board, Blacksburg, VA , Record #2023-169 , Approval Date 12/21/24.

2025 Research Recognition Day

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