Get Up and Go (GUGO) Study

GearUp&Go!
Program
EvaluationReport2015
PhysicalActivityInitiative
SnohomishCountyHealthLeadershipCoalition
August2015
EXECUTIVE SUMMARY
The Gear Up and Go! (GUGO) Initiative was developed by the Snohomish County Health
Leadership Coalition (SCHLC), a public/private partnership of community leaders, to increase levels
of physical activity of fifth graders in the county. Sqord wrist bands, are an accelerometer worn by
students to records their activity level and provide a visual reminder to encourage movement.
The University of Washington Northwest Center for Public Health Practice (NWCPHP), the
Snohomish Health District (SHD), the Snohomish County Health Leadership Coalition and the
Group Health Center for Community Health and Evaluation (CCHE) are partnering to evaluate the
Coalitions first initiative, GUGO, a school-based program to increase youth physical activity. The
objectives of the evaluation are to identify school, community, and social determinant factors
associated with greater activity; use this knowledge to increase activity in schools; and create a
strategy to sustain the Coalitions efforts to increase youth physical activity in the broader
community.
The evaluators, NWCPHP, CCHE, SHD, on this initiative were granted a three year award in 2014
from the Office of the Assistant Secretary of Health (OASH). This initiative aligns with the OASH
priority of Healthier Lifestyle Choices as well as the Healthy People 2020 Objective ECBP-10.9,
Increase the number of community-based organizations providing population-based primary
prevention services in physical activity.
Evaluation goals are to:
1. Evaluate the planning, implementation, and short term impact of GUGO, an initiative that
uses an innovative system of wristband accelerometers and social media to encourage and
measure physical activity among fifth grade students in Snohomish County.
2. Identify school, community, and social determinant factors associated with higher levels of
physical activity, and use that knowledge to increase physical activity in other schools and the
community at large.
3. Recommend options to make GUGO sustainable.
The Group Health Center for Community Health and Evaluation (CCHE) provided the quantitative
analysis of Sqord wrist band data and metrics related to year over year testing, including that of the
Healthy Youth Survey.
The University of Washington Northwest Center for Public Health Practice provided qualitative
data collection and analysis by surveying and interviewing teachers in both high and moderate
performing schools. A focus group with one high performing fifth grade class was conducted and
thirteen interviews with SCHLC steering committee members were completed to gather thoughts
and opinions on sustainability.
Northwest Center for Public Health Practice

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Center for Community Health and Evaluation
https://www.grouphealthresearch.org/about-us/ghri-centers/center-community-health-and-evaluation/
GUGO Evaluation Report 2015
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BACKGROUND
Gear Up & Go! (GUGO) is a Snohomish countywide initiative designed to encourage students to
be more active and foster a lifelong commitment to a healthy lifestyle. This local initiative was
created by the Snohomish County Health Leadership Coalition (SCHLC) with school district
superintendents and a county-wide working group of district teachers, health and physical education
professionals.
The Coalition partnered with Sqord, a company that combines physical activity tracking with an
online social community, to encourage and measure the physical activity of fifth grade students in
Snohomish County. Students wear a device like a wristwatch and sync their PowerPods at
SyncStations located in each participating school and throughout the community. With their points
uploaded to Sqords online game platform, students can send each other safe, pre-written Squawk
messages or encourage their classmates with virtual High Fives.
Teachers and parents have the ability to download the Sqord application for Apple and Android
devices. This enables players to upload their points anywhere, any time. Players simply launch the
app and tap their Pods three times to sync.
Additionally, each participating fifth-grade student receives a free and optional school-year
membership to the YMCA of Snohomish County. The initiative also gives teachers unprecedented
tools to understand where group activity levels are highest countywide, along with ways to rapidly.
Implementation started in the fall of 2013 when over 10,000 wristbands were distributed to fifth
grade students in the county. The evaluation of GUGO is to identify school, community, and social
determinant factors associated with greater activity; use this knowledge to increase activity in
schools; and create a strategy to sustain the Coalitions efforts to increase youth physical activity in
the broader community.
Finishing its second year, GUGO has a three phase implementation plan:
Phase 1 goals and objectives (accomplished during the previous 2013-14 school year):
Orient teachers, students and community about GUGO and introduce technology
Focus on student activity levels, participation and engagement
Create a year-long activity level baseline based on each schools actual results, to support
their goal setting and evaluation
Create a community of support including: superintendents, principals, teachers, students,
families, businesses and community organizations that are engaged and invested in GUGO

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Phase 2 goals and objectives (2014-15 school year and beyond):
Provide tools equipping each school to establish its own goals and aspirations based on that
schools specific circumstances
Increase activity and engagement levels compared to previous schools years baseline
numbers
Identify and share whats common among schools with high engagement and activity levels,
and provide insight into best practices
Foster collaboration between teachers, schools and districts to accelerate great results
Create opportunities for PE teachers and schools to share information and learnings to
foster planning for 2015-16 School Year
Phase 3 goals and objectives (2015-16 school year and beyond):
Continue efforts in Phase 1 and 2

Schools begin to implement programmatic changes based on needs and lessons learned
Foster conversations and planning for long-term programmatic sustainability in schools

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SECTION 1: SQORD BAND (ACCELEROMETERS) RESULTS
Introduction/Overview
A key Gear Up & Go! (GUGO) project objective is to increase physical activity (PA) among fifth
graders in Snohomish County. This section summarizes a variety of evidence around whether that
objective is being met. Much of the evidence is based on the information recorded for each
participant on the Sqord bands (accelerometers) which provide a rich source of information on
movement/activity for students who sync on a regular basis.
Evaluation questions of interest include:
Was there increased engagement from Year 1 to Year 2?

Were there increased levels of activity from Year 1 to Year 2 using Sqord Data and analyzing
HYS Data?
Does the program result in increased PA among participants?
The Sqord data was combined with self-reported data from surveys to investigate: (1) whether active
participation/engagement in the program results in greater PA among individual participants; and
(2) whether the overall level of engagement among all students is increasing over time. The
combination of the impact on each engaged student combined with a broad level of engagement
overall is what leads to overall population-level impact on PA.
We will first look at whether the Sqord intervention increases activity both self-reported and
measured by the bands for individual students who engage actively in the program. We will then
look at whether schools were able to engage a significant proportion of their students in the
program and whether those engagement rates increased over time from the first year of the program
in 2013-2014 to 2014-2015.
The findings show that:
Greater engagement in the program is associated with higher levels of activity, and that effect
may persist beyond the year of participation
Schools were able to promote greater engagement over time more participation and
involvement in 2014-2015 than in the previous academic year
The last section of the report briefly describes work to link the Sqord activity points to more
standard measures of physical activity (e.g., steps as measured by a pedometer).

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GUGO Evaluation Report
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Participant engagement and physical activity

The level of engagement in GUGO for a participant is measured in three ways:
Time on wrist - the percent of hours that the bands are worn during waking hours (7 AM
to 9 PM); for example if they wear the band from 9 AM to 4 PM (7 hours) the time on wrist
will be 50% (7/14)
Regular syncing. The extent to which participants sync their device to record their hours
measured for individuals as the percent of all hours that are recorded in the Sqord database.
(percent of time recorded by syncing)
Continuous participation whether the participant syncs and wears the band continuously
for several months vs. intermittent participation.
These engagement measures are compared to two measures of physical activity:
Sqord activity points per hour a measure of movement for each hour that a person records
activity, that is independent of time on wrist and syncing behavior
Self-reported survey responses from a supplement to the WA state Healthy Youth Survey
that was administered in Fall 2014, which asked 6th graders both their current levels of PA
and their participation in the GUGO program when they were in 5th grade.
Time on wrist: Students who wear the band more have higher activity levels. As Figure 1
shows the activity points per hour increase continuously with the time on wrist; those in the highest
category have a 53% higher hourly activity rate than those in the lowest category.
Figure 1. Activity points per hour by time wearing the band each day
4175
4425
4650
Timeonwrist
3025
<25%
2550%
5075%
75+%

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Syncing: Students who sync more regularly have higher activity levels. As Figure 2 shows the
activity points per hour increase continuously with the number of hours recorded by syncing; those
in the highest category have a 17% higher hourly activity rate than those in the lowest category.
Figure 2. Activity points per hour by regularity of syncing
3975
4225
4475
4650
Syncing hours
recorded
<25%
2550%
5075%
75+%
Continuous participation: Students who participate in the program continuously increase

their activity level over time. (And this at a time when activity levels among children are typically
declining).
2013-2014: 12.1% increase from the beginning of year to the end (3525 points per hour to
3950)
2014-2015: 15.9% increase from the beginning of year to the end (4565 points per hour to
5290)
Sustaining the impact: Students who actively participated in Sqord in 5th grade have higher
self-reported physical activity in 6th grade. Students surveyed in 6th grade who were active
GUGO participants the previous year had a 10% higher rate of PA (7 days with at least 60 minutes
of moderate or vigorous PA per week) (see Figure 3)
Figure 3. Percent of 6th graders reporting 7 days/week of physical activity,
by participation in the Sqord program in 5th grade
35%
Didnotparticipate
24%
25%
25%
Notregularly
Regularlythen
stopped
Regularlyallyear
%>7days

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Increasing levels of GUGO engagement and activity over time

There were consistent increases in the two engagement measures (syncing and time on wrist) from
the first program year (2013-2014) to the second. Note that programs were implemented with
different timing (2 waves in 2013-2014: October and January; and 1 wave beginning in December in
2014-2015) making comparisons difficult. For that reason we focus on the last few months of each
year when the programs may have reached more of a steady state.
Syncing: The percent of students syncing was consistently higher in the second year. In
March through May the percent of students syncing each month was 7-9% higher in 2015 vs. 2014.
The rate of 30% still actively participating in May 2015 after 6 months of implementation is
relatively high for a PA program such as GUGO.
Figure 4. Percent of Students syncing each month 2014 vs. 2015
80%
70%
60%
50%
2014
40%
2015
30%
20%
10%
0%
January
February
March
April
May
Time on wrist: The percent of time on wrist increased over time in 2015 and was
consistently higher than in 2014. The percent time on wrist (wearing the band) increased from
60% to 65% from January to May in 2015 and was from 3% to 12% higher each month in 2015
compared to 2014 (Figure 5)
Figure 5. Time on wrist - percent of hours band is being worn 2014 vs. 2015
70%
60%
50%
40%
2014
30%
2015
20%
10%
0%
January
February
March
April
May

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Table 1 shows a breakdown of the change in engagement measures by district for the month of
April. There were improvements in syncing in 9/14 districts and in time on wrist in 10/14 (green
shading=increase; red=decrease). In half of the districts (7/14) there were improvements in both
measures. (Note: a table with these results by school is included in appendix E)
Table 1. Change in engagement measures, by District (April in both years)
Participants
District
Arlington
Darrington
Edmonds
Everett
Granite Falls
Index
Lake Stevens
Lakewood
Marysville
Monroe
Mukilteo
Northshore
Snohomish
Stanwood-Camano
2014
289
54
963
709
149
42
526
94
677
375
986
978
917
391
2015
272
29
909
887
186
51
453
188
564
232
1003
818
701
360
% syncing
2014
22%
50%
37%
24%
5%
55%
14%
24%
34%
14%
24%
39%
24%
16%
% time on wrist
2015
46%
62%
33%
31%
18%
45%
37%
12%
37%
47%
46%
33%
19%
35%
2014
51%
66%
55%
52%
61%
65%
44%
49%
58%
52%
51%
60%
58%
62%
2015
61%
72%
63%
63%
61%
63%
61%
50%
60%
60%
63%
63%
54%
62%
Activity levels increased over time. The higher levels of engagement were partly responsible for
increases in average hourly and daily activity points from 2014 to 2015. Figure 5 shows that hourly
points were higher in 2015 14% higher in April and 33% higher in May. Figure 6 shows average
daily points which had an even greater increase since time on wrist each day increased along with the
hourly points 37% higher in April and 71% higher in May.
Figure 5. Average activity points per hour 2014 vs. 2015

6000
5000
4000
2014
3000
2015
2000
1000
0
January
February
March
April
May

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Figure 6. Average activity points per day 2014 vs. 2015
60000
50000
40000
2014
30000
2015
20000
10000
0
January
February
March
April
May
Converting Sqord points to steps

We are working to create ways of converting Sqord activity points to measures that are more
standard, including steps as measured by a pedometer. A pilot study conducted in two Snohomish
County schools comparing Sqord band activity points and pedometer steps showed an estimated
conversion factor of 6 to 8 activity points for every step taken. Recommendations for number of
steps that constitute an active day range from 10,500 to 12,000.1 So the number of Sqord points
required for an active day could range from a low of 60,000 to a high of over 90,000. We are now
reviewing the literature and consulting other Sqord validation work to help narrow that range.
Adams et al. International Journal of Behavioral Nutrition and Physical Activity 2013, 10:49
http://www.ijbnpa.org/content/10/1/49
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SECTION 2: TEACHER SURVEY &

KEY INFORMANT INTERVIEWS
Introduction/Overview
Teacher support and implementation is crucial for the Gear Up & Go! (GUGO) initiative to be
successful in Snohomish County schools. This piece of the evaluation specifically focused on
gathering feedback from participating teachers about program implementation, best practices for
engaging students, and teachers and staff. Immediate and short-term impacts of the initiative on
physical activity, as well as strategies utilized by participating teachers to improve and sustain the
program throughout the school year were also evaluated.
The evaluation was conducted by the Northwest Center for Public Health Practice (NWCPHP) on
behalf of the Snohomish County Health Leadership Coalition. As part of the University of
Washington School of Public Health, NWCPHP provides training, research, and evaluation services
for state, local, and tribal public health in six Pacific Northwest states.
The evaluation consisted of gathering information, advice and opinions from teachers and students
who participated in year 1t program of the GUGO initiative during the 2013-2014 school years.
Specifically, the evaluation assessed how teachers who participated in GUGO felt about:
Most beneficial components of the initiative
Environmental factors that contributed to a high level of involvement
Best practices used to implement and sustain program participation
Immediate and short-term impacts of the initiative
Aspirations and goals for students fitness
Recommendations for program regarding changes, improvements and ongoing sustainability
Methods
The NWCPHP portion of evaluation had both a quantitative and qualitative component. For the
quantitative evaluation, the evaluation team created two versions of a 5-minute web-based survey.
The first version was sent to physical education (PE) teachers in the top quartile of program
performance (based on the number of points earned by students). The second version was sent to
the rest of the teachers participating in the initiative. The qualitative evaluation consisted of 30minute key informant interviews via telephone with 14 of the top performing teachers in the
program. Finally, two in-person, pilot focus groups were conducted with one Edmonds school
district fifth grade class. The focus groups were approximately 20 minutes, and were conducted by
two NWCPHP staff.
Results
The majority of survey respondents reported the program was easy to implement, although many
expressed frustration with technical challenges (syncing problems, Sqord batteries dying, difficulty
accessing program data, etc.). PE teachers also reported using the Sqord admin panel and dashboard
frequently and that these tools were helpful. These sentiments were echoed by key informant
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interviewees. Teachers offered many examples of the positive effects of the program, such as
encouraging less active students to move more and creating camaraderie among school staff.
The majority of respondents reported the program was easy to implement. They also reported using
the Sqord administrative panel and dashboard frequently and that these tools were helpful. In the
open-ended questions, teachers offered many examples of the positive effects of the program and
suggested ways to improve the program. Based on the results from the top performers, 81% found
GUGO easy to implement. These teachers actively used available program resources (i.e., data on
portal, creative challenges, winter games). They also felt supported by the GUGO staff, school
principal, and family and classroom teachers.
A sub-analysis sought to compare a number of variables to identify differences between the top 24
performing schools versus the other participating schools. After analyzing the respondent data for
both groups, there was no significant difference in the proportion of schools eligible for Title I
funding between the top performers and general teachers. We stratified by urban versus rural
settings, number of PE classes per week and geographic location (see Tables 2-4 in appendix B).
Rural and urban areas were almost equally as likely to have two or more PE classes per week.
Further analysis identified some additional differences between general teachers and top performers,
including teachers use of GUGO program resources, support from school stakeholders, existing
school activities, and teacher and PE class characteristics (see Tables 5-10). Notably, top performers
were more likely to frequently or occasionally use program resources and tools to implement
GUGO, and to report support and engagement from GUGO program staff, which may help to
explain why they were more successful in the program. Teachers who used the program tools and
engaged with GUGO staff were more successful.
The following is a summary of findings:
Top Quartile Teacher Characteristics
50% of top quartile teachers had Masters degrees/ 50% had Bachelors degrees
75% had more than 10 years teaching experience
Almost half (47%) work in a rural community, about 27% in an urban environment, and nearly
27% in both
53% of teachers taught more than 6 classes a week
Best Practices and Recommendations
Build school-wide support of physical activity
Model positive behavior by encouraging physical activity among staff
Create school-wide program visibility
Use engaging and creative motivation strategies
Leverage synergy with existing physical activity programs

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RESULTS: KII TOP QUARTILE

Teachers Antidotes of How has GUGO has impacted students:
Students are more active and thinking about activity after schoolplaying the drums,
playing with their dogs, etc.
Students are more aware that activity leads to more points earned (placing value on activity)
Students like having new technology, especially since the Sqord is similar to the FitBits they
see in the community.
PE teachers view Gear Up & Go! as an opportunity to talk about physical activity on a
school wide level
Classroom Teachers took students outside for brain breaks to do running club instead of
free choice in class
PE teachers identified the following key factors in making the GUGO initiative successful
in their schools:
Classroom teachers supported the program and encouraged students to participate
Teachers creativity- using Gear Up & Go and incentive for a behavior intervention program,
6th grade program helpers, and for students who needed help turning in homework
New technology got the students excited
Students learned how many points they could earn for various activities (e.g. pickle ball vs.
shooting baskets) - more thoughtful about what type of activity they engage in.
Exclusivity of participation (5th grade only)made all grade levels excited about it
No cost to participate in program meant all students could participate
Students were motivated to be active with their families
PE teachers had the following comments about the effect of GUGO on students attitudes
and action around physical activity:
Students were more aware of their physical activity and made more of an effort to be active
Students found ways to move instead of standing still (while waiting in line, etc.)
Program was most beneficial for kids who werent athletes already
Active students maintained their physical activity and less active students became more
active
Some students on individual education plans (IEPs) who had not been active previously
were very motivated by the program
Students wearing the Sqord were more intentional about their activities
Younger students got excited about receiving a Sqord and participating in the program

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PE teachers had the following comments about the effect of GUGO on staff attitudes and
action around physical activity:
Built camaraderie and positive work environment among staff
Teachers were competitive with each other
Staff talked about the program and were enthusiastic about
School staff (Janitors, Lunch crew) got involved creating a healthy school climate
To further strengthen and improve the GUGO program, teachers recommended the
following to program managers:
Address technology challenges such as syncing issues, iPad troubles, software glitches,
username/password issues and dead batteries.
Streamline the program to make it easier to manage through features such as a ticker, class
reports, and allowing data to be exported to Excel.
Provide support for PE teachers as they are setting up the program through resources such
as in-person assistance for Sqord distribution at school, weekly check-ins with Sqord staff,
training, and troubleshooting information.
Enhance the student portal to include goal setting and information or lessons about earning
points.
Create resources to compliment the program, such as lesson plans and sample articles for
school newsletters.
Explore the possibility of expanding the program to additional grades.
Improve the Sqords bands by making them more comfortable, adjustable, colored, and/or
customizable.

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Summary
Gear Up and Go! (GUGO) has demonstrated success in mobilizing community partners to tangibly
increase physical activity for participating schools. Engagement with the Sqord technology,
determined through rates of syncing and percentage of time worn, has shown an association with
increased physical activity for individual students. Between year 1 and year 2 of the initiative, overall
school engagement as indicated by these methods has increased for most schools participating in
both years. During this time frame, physical activity, in points per hour, has also increased. Initial
results also indicate that this increase in physical activity continues after participation in the program
has concluded. Students who were regularly engaged in GUGO had a higher rate of physical activity
the following year compared to those who did not participate regularly.
Learning best practices from PE teachers at top performing schools has provided insight into means
of increasing engagement and future areas of improvement for GUGO. Demographic factors of
teachers at top performing schools compared to teachers at other schools did not appear to
influence success of the program. PE teacher ability to involve students and create a school-wide
promotion of the program was a common theme for engagement. Top performing teachers
attributed successful engagement to ensuring school-wide visibility of the program, including
participation of classroom teachers and school staff. Using motivational exercises and tying the
program into current physical activity curriculum were also discussed as methods of garnering
student excitement for the program.
In addition to being eager to build broader involvement in the program, PE teachers at top
performing schools were more likely to utilize Sqord dashboards and technology. They also
perceived the GUGO staff to be more supportive than teachers at other schools. The majority of
responding teachers found GUGO to be easy to implement but discussed frustrations resulting
from technological difficulties such as syncing difficulties, dead batteries and difficulty accessing
data. Teachers recommended addressing these challenges for future success as well as making the
program easier to utilize data produced through Sqord. Providing technological assistance regarding
Sqord during set-up and weekly check-ins as well as training were also recommended.
Assisting teachers in making the technology easier to use and ensuring comfort in reaching out to
GUGO and Sqord staff can assist in the success of the program. Helping PE teachers to promote
school-wide involvement in the program may also help increase excitement and participation in the
program.
Overall, the program has shown an increase in engagement and physical activity between years one
and two as well as sustained physical activity after the conclusion of the program. Supporting
schools and PE teachers in a school-wide promotion of the program and resolving technological
barriers can help the program to continue to gain success.

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APPENDIX A: BEST PRACTICES, RECOMMENDATIONS, & CONCLUSIONS
Best Practices
Teachers identified the following strategies as key components in creating and maintaining enthusiasm around
GUGO or similar physical activity initiatives (see Appendix E for a matrix of these best practices):
1. Build school-wide support of physical activity
a. Principal supports the program and encourages physical activity
b. Classroom teachers integrate physical activity and the program
into their class time and lessons
c. Schools provide many opportunities for physical activity
2. Model positive behavior. by encouraging physical activity among staff
a. Teachers and staff model active behavior and participate in the
program alongside the students
b. PE teachers create opportunities for staff to be active
3. Create school-wide program visibility
a. PE teachers talk about the program as much as possible with
students, classroom teachers, staff, and parents
b. PE teachers make the program highly visible by placing banners,
bulletin boards, or posters in classrooms, hallways, and/or gym
4. Use engaging and creative motivation strategies
a. PE teachers use friendly competition to encourage long-term
participation and engagement
b. PE teachers give students small incentives for participation
c. PE teachers use the Sqord to enhance student knowledge about
physical activity
d. PE teachers make is easy for students to sync their Sqord
e. PE teachers emphasize the privilege of having a Sqord and
encourage student responsibility
5. Leverage synergy with existing physical activity programs
a. PE teachers and other staff use the initiative to complement
similar programs
Im talking to staff members

now that I typically would
never connect with in my day.
There is a commonality now
that otherwise would never
speak to one another due to
their assignmentsIts
building a positive work
environment and
camaraderie.
During lunch time I get on

the microphone and do a
mini-challenge between who
is doing lunchroom duty and
a kid, who can get the most
points in 30 seconds. Ill do it
once per week and pull kids
and a couple of staff and just
be goofy. The kids want to
be chosen. That creates
enthusiasm they get so
jazzed up over that.
Recommendations
To further strengthen and improve the GUGO program, teachers recommended the following to program
managers:
1. Address technology challenges such as syncing issues, iPad troubles, software glitches,
username/password issues and dead batteries.
2. Streamline the program to make it easier to manage through features such as a ticker, class reports,
and allowing data to be exported to Excel.
3. Provide support for PE teachers as they are setting up the program through resources such as inperson assistance for Sqord distribution at school, weekly check-ins with Sqord staff, training, and
troubleshooting information.
4. Enhance the student portal to include goal setting and information or lessons about earning points.
5. Create resources to compliment the program, such as lesson plans and sample articles for school
newsletters.
6. Explore the possibility of expanding the program to additional grades.
7. Improve the Sqords bands by making them more comfortable, adjustable, colored, and/or
customizable.
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Conclusions
Overall, the majority of teachers found GUGO easy to implement and felt it had a positive impact on
students physical activity levels. Most teachers actively used program resources such as the Sqord dashboard
and admin panel. Top performing teachers used creative ways to engage students, teachers, and staff
including competitions, small incentives, and integration with existing programs. The above
recommendations from teachers outline strategies to ensure the program continues to be successful in the
coming years.

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APPENDIX B: SNOHOMISH COUNTY HEALTH LEADERSHIP

COALITION, GUGO SUPPLEMENTAL ANALYSIS
This sub-analysis sought to compare a number of variables to identify differences between the top
24 performing schools versus the other participating schools. After analyzing the respondent data
for both groups, there was not a large difference in the proportion of schools eligible for Title I
funding between the top performers and general teachers. Eligibility for Title I was chosen as a
standardized approach for stratification for reduced and free lunch programs. We also stratified by
urban versus rural settings, number of PE classes per week and geographic location (see Tables 2-4).
Rural and urban areas were almost equally as likely to have two or more PE classes per week.
Further analysis identified some additional differences between top performing teachers and other
participating teachers, including teachers use of GUGO program resources, support from school
stakeholders, existing school activities, and teacher and PE class characteristics (see Tables 5-10).
Notably, a greater percentage of top performing teachers reported to frequently or occasionally use
program resources and tools to implement GUGO, and to report support and engagement from
GUGO program staff, which may help to explain why they were more successful in the program.
Table 1. Proportion of Schools Eligible for Title I Funding*
Top
General
Performing
Teachers
Teachers
(n=78)
(n=24)
% (n)
% (n)
Eligible for Title I
41.7% (10)
42.3% (33)
funding
* Title I funding schools receive Title I funding when 40% or more of students eligible for free or
reduced lunch
There were differences between the groups in terms of geographic area of work, with more of the
top performing teachers teaching in rural areas.
Table 2. Area of Work
Region
Rural
Urban
Both
Total
Top
Performing
Teachers
(n=15)
% (n)
46.7% (7)
26.7% (4)
26.7% (4)
100.0% (15)
General
Teachers
(n=38)
% (n)
21.1% (8)
55.3% (21)
23.7% (9)
100.0% (38)

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Interestingly, a greater percentage of the other participating teachers reported their students having
PE class twice or more per week (76.9% of other participating teachers vs. 56.3% of the top
performing teachers). Unfortunately we did not ask top performing teachers how many minutes of
PE their students received per week, which could explain this counter-intuitive finding (e.g. perhaps
other participating teachers had two classes per week but fewer minutes in total). Further data would
need to be collected to fully assess the impact of total PE minutes on performance in the GUGO
initiative.
Table 3: Number of PE Classes per Week
Top Performing
Teachers
(n=16)
Number of Classes
% (n)
General
Teachers
(n=39)
% (n)
43.8% (7)
17.9% (7)
1.5 (3 classes per 2 weeks)
0.0% (0)
5.1% (2)
50.0% (8)
69.2% (27)
2.5 (classes every other day)
0.0% (0)
2.6% (1)
6.3% (1)
5.1% (2)
100.0% (16)
100.0% (39)
Total
The data was also stratified by geographic area and by number of PE classes per week. A greater
proportion of teachers who said their geographic area was both rural and urban reported their
students only had 1 PE class per week, but as the data in Table 2 above indicates, top performing
teachers and other participating teachers were almost equally likely to identify their geographic area
as "both." A greater percentage of teachers in rural areas reported having 2 or more PE classes per
week than teachers in an urban are (80.0% vs. 76.0%, respectively).
Table 4: Number of PE Classes per Week, By Geographic Area
Rural
Urban
(n=15)
(n=25)
Number of Classes
% (n)
% (n)
Both
(n=13)
13.3% (2)
20.0% (5)
% (n)
46.2% (6)
1.5 (3 classes per 2 weeks)
6.7% (1)
4.0% (1)
0.0% (0)
66.7% (10)
68.0% (17)
53.8% (7)
2.5 (classes every other day)
0.0% (0)
4.0% (1)
0.0% (0)
13.3% (2)
4.0% (1)
0.0% (0)
Total
100.0% (15) 100.0% (25) 100.0% (13)

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Additional Insights
A greater percentage of top performing teachers reported frequently or occasionally use of program
resources to implement GUGO, such as the teacher toolkit, school webpages, teacher forums,
Sqord dashboard and teacher e-newsletter, and to report these resources were useful, as comparted
to other participating teachers (see Tables 5-6). Almost 25% more of the top performing teachers
reported using the teacher toolkit, 30% more reported using the school webpages, 38% more
reported using teacher forums, and 46% more reported using the teacher e-newsletter. The Sqord
dashboard is an integral part of the program and was the most frequently used and most useful tool
by all participating teachers. The teacher toolkit was also rated as a useful tool by all participating
teachers.
Table 5: Frequency of Resource Use
Resource
Top Performing
Teachers
% (n)
General Teachers
% (n)
Teacher toolkit
68.8% (11)
43.9% (18)
School webpages
56.3% (9)
26.8% (11)
Teacher forums
50.0% (8)
12.2% (5)
Sqord dashboard
87.5% (14)
61.0% (25)
Teacher e-newsletter
87.6% (14)
41.5% (17)
Table 6: Teachers Rating Resources as Very Useful or Somewhat Useful

Top Performing
General Teachers
Teachers
Resource
% (n)
% (n)
Teacher toolkit
87.5% (14)
71.8% (28)
School webpages
56.3% (9)
36.8% (14)
Teacher forums
56.3% (9)
28.6% (10)
Sqord dashboard
93.8% (15)
71.1% (27)
Teacher e-newsletter
87.5% (14)
51.3% (20)

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Teachers in the top performing quartile reported a higher percentage of using tools such as data,
challenges, and games frequently or occasionally, as compared to the other participating teachers.
Table 7: Teachers Using Tools Frequently or Occasionally
Top Performing
Teachers
Tool
% (n)
General Teachers
% (n)
Data from web portal to set

activity goals
62.5% (10)
38.1% (16)
Data to drive student engagement
81.3% (13)
58.5% (24)
Challenge other schools or classes

outside matchups
68.8% (11)
35.7% (15)
80% (12)
57.1% (24)
Promote winter games with

students
Top performing teachers were more likely to report receiving a great deal or some support from
Gear Up & Go! program staff. Top performing teachers also were more likely to report that the
Gear Up & Go! initiative staff were very engaged.
Table 8: Teacher-Perceived Support and Engagement from GUGO Program Staff
Top Performing
General Teachers
Teachers
Variable
% (n)
% (n)
Received a great deal or some
support from GUGO program
93.8% (15)
73.2% (30)
staff
Felt GUGO program staff were
very engaged in the initiative
75.0% (12)

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47.8% (18)
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Top performing teachers were more likely to provide information to parents about the benefits of
physical activity. However, other participating schools were more likely to provide or be in the
process of providing before and after school programs that encourage physical activity.
Table 9: Existing School Activities
Variable
Top Performing
Teachers
% (n)
General Teachers
% (n)
Provide information to parents about

the benefits of physical activity
68.8% (11)
50.0% (21)
Provide or in the process of providing

before and after school programs that
encourage physical activity
43.8% (7)
65.9% (27)
The top performing schools and general schools were similar in the amount of time the PE teacher
had worked in the field and in number of PE classes taught per day. Other participating teachers had
been working at their current position for slightly longer than top performers, and a greater
proportion had masters degrees. Top performing teachers had more classes with more than 25
students, but a greater percentage of other participating teachers reported teaching double classes
with 50-60 students.
Table 10: PE Teacher and Class Characteristics
Top Performing
Teachers
Variable
% (n)
PE teacher worked in the field for 7+
87.5% (14)
years
PE teacher worked at current position
62.5% (10)
for 7+ years
PE teachers with a masters degree
50.0% (8)
General Teachers
% (n)
90.0% (38)
73.2% (30)
61.0% (25)
Six or more PE classes taught per day
87.5% (14)
87.8% (36)
Proportion of PE teachers who have

classes of more than 25 students
75.0% (12)
61.0% (25)
Proportion of PE teachers who have

double classes (50-60 students)
0.0% (0)
10.0% (4)

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APPENDIX C: STUDENT FOCUS GROUPS
The objective of the student focus groups was to pilot test interview questions to gather attitudes,
opinions, and self-report changes in physical activity from fifth grade students who participated in
GUGO during the 2014-2015 academic year.
Method
In-person pilot focus groups were conducted with 25 fifth grade students from Beverly Elementary
(Edmonds School District). The aim of the focus groups was to conduct a pilot test of the student
focus group instrument. The purpose of the interview was to gather attitudes, opinions, and changes
in physical activity since the implementation of the GUGO program. On June 9, 2015, the two
focus groups (10 in the first group, and 15 in the second group) were held during the students
regularly scheduled PE class time. The focus group instrument (Appendix D) was comprised of 12
questions that measured the following:
Impact of wearing the Sqord band on students physical activity level;

Students self-report change in physical activity levels at home and at school;
Changes in types of physical activity to increase points earned;
Family involvement in physical activity;
Student interest and attitudes about the Sqord band, the GUGO program, and physical
activity.
Data Analysis
Key themes were identified from the aggregate qualitative data collection. Due to the pilot nature of
this activity, student response were recorded by hand. An audio recording was not conducted.
Results Key Themes

Increased physical activity
In general, students reported that using the Sqords increased their physical activity and motivation
for engaging in physical activity at school. One student said that at the beginning of the year they
looked forward to being in 5th grade so they could get a new Sqord. Many students reported
increased physical activity at home as well. For example, one student noted they are now physically
active during traditionally sedentary activities, such as watching TV or YouTube, while a few others
said they play outside more.
Use of Competition and Organized Sports
When asked what students like best about the Sqord bands, some reported that they liked the
competitions. Competitions not only provided opportunities to increase their Sqords points, but
competitions with their friends and other schools was identified as the best use of the Sqords. Ways
the students moved to get points over the weekend included participating in organized sports such
as baseball, football, gymnastics, tetherball, and cheerleading, or engaging in non-organized activities
such as running, bike riding, and walking.

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Family Involvement
Various students reported that their parents also became more physically active since the
implementation of the Sqords. One student mentioned that their father purchased a Fitbit, a similar
physical activity monitoring device, demonstrating that his father was also committed to being
physically active, and mirrored his childs participation.
Innovative Ways Teachers Managed Program
Used the 5th grade Tech Team (or other technology savvy students) to trouble shoot iPad
problems.
Created a Sqord Squad of 5th graders to help other students with Sqord problems, such as
batteries, bands, log in issues. Sqord Squad also created competitions and posted winners.
Had 5th grade Helpers to help launch the program and get the students set up on the
website.
Had GUGO Staff attend the launch to give students a tutorial of the Sqord program and
showed them how to change their PowerMe on the computer
Did a tutorial with the kids on how to navigate the website and change their avatar.
Conclusion
Overall, students that participated in these focus groups were enthusiastic about using the Sqords
bands. The Sqords were a catalyst for increasing physical activity, and students would like to
continue using this technology in future years. Through use of the Sqords, student engaged in more
organized sports and competitive activities, in addition to less formalized physical activity. Students
reported being more motivated to engage in physical activity. The Sqord bands appear to be a useful
tool to incentivize increasing students overall physical activity levels.

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APPENDIX D: TOP QUARTILE SCHOOL DIRECTORY

BEST PRACTICES FIELD GUIDE
Introduction
This directory highlights best practices used by the top performing schools in the Gear
Up & Go! program (GUGO). The matrix on the next page offers a high-level overview
of how the activities at each school align with the best practices identified by key
informant interviews conducted with top performers (see box below). The subsequent
pages offer a detailed profile of each school and teacher, highlighting engagement
strategies and success stories.
5 Best Practices and Corresponding Activities as
Identified by Key Informant Interviews
1. School-wide support of physical activity

a. Principal supports GUGO and encourages physical activity.
b. Classroom teachers integrate physical activity and GUGO
into their class time and lessons.
c. Schools provide many opportunities for physical activity.
2. Model behavior by encouraging physical activity among staff
a. Teachers and staff model active behavior and participate in
GUGO alongside the students.
b. PE teachers create opportunities for staff to be active.
3. School-wide program visibility
a. PE teachers talk about the program as much as possible with
students, classroom teachers, staff and parents.
b. PE teachers make the program highly visible by placing
banners, bulletin boards, or posters in classrooms, hallways,
and/or gym.
4. Using engaging and creative motivation strategies
a. Using engaging and creative motivation strategies
b. PE teachers give students small incentives for participation.
c. PE teachers use the Sqord to enhance student knowledge
about physical activity.
d. PE teachers make it easy for students to sync their Sqord.
e. PE teachers emphasize the privilege of having a Sqord and
encourage student responsibility.
5. Leveraging synergy with existing physical activity programs
a. PE teachers and other staff use the initiative to complement
similar programs, such as the Presidents Physical Fitness
Test, Move 60, running club, and external activities such as
cross country and soccer.

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School-wide
support of
physical
activity
Arlington School District
Pioneer Elementary
(p. 4)
Darrington School District
Darrington
Elementary
(p. 5)
Edmonds School District
Beverly Elementary
(p. 6)
Oak Heights
Elementary
(p. 7)
Sherwood Elementary
(p. 8)
Everett School District
Lowell Elementary
(p. 9)
Port Gardener Parent
Partnership Home
School Elementary
(p. 10)
Marysville School District
Allen Creek
Elementary
(p. 11)
Grove Elementary
(p. 12)
Sunnyside Elementary
(p. 13)
Mukilteo School District
Columbia Elementary
(p. 14)
Discovery Elementary
(p. 15)
Northshore School District
Kokanee Elementary
(p. 16)
Lockwood Elementary
(p. 17)
Stanwood-Camano School District
Elger Bay
(p. 18)
Model
behavior by
encouraging
physical
activity
among staff
School-wide
program
visibility
Using
engaging and
creative
motivation
strategies
Leveraging
synergy with
existing
physical
activity
programs

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| 26

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Northwest Center for Public Health Practice

GUGO Evaluation Report 2015

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GUGO Evaluation Report 2015

Phase 2 goals and objectives (2014-15 school year and beyond):

Phase 3 goals and objectives (2015-16 school year and beyond):

Continue efforts in Phase 1 and 2

Northwest Center for Public Health Practice

GUGO Evaluation Report 2015

SECTION 1: SQORD BAND (ACCELEROMETERS) RESULTS

Was there increased engagement from Year 1 to Year 2?

Northwest Center for Public Health Practice

GUGO Evaluation Report

Participant engagement and physical activity

Northwest Center for Public Health Practice

GUGO Evaluation Report

Figure 2. Activity points per hour by regularity of syncing

Continuous participation: Students who participate in the program continuously increase

Northwest Center for Public Health Practice

GUGO Evaluation Report

Increasing levels of GUGO engagement and activity over time

Northwest Center for Public Health Practice

GUGO Evaluation Report

Figure 5. Average activity points per hour 2014 vs. 2015

Northwest Center for Public Health Practice

GUGO Evaluation Report

Converting Sqord points to steps

GUGO Evaluation Report

SECTION 2: TEACHER SURVEY &

GUGO Evaluation Report

Northwest Center for Public Health Practice

GUGO Evaluation Report

RESULTS: KII TOP QUARTILE

Northwest Center for Public Health Practice

GUGO Evaluation Report

Northwest Center for Public Health Practice

GUGO Evaluation Report

Northwest Center for Public Health Practice

GUGO Evaluation Report

APPENDIX A: BEST PRACTICES, RECOMMENDATIONS, & CONCLUSIONS

Im talking to staff members

During lunch time I get on

GUGO Evaluation Report 2015

Northwest Center for Public Health Practice

GUGO Evaluation Report

APPENDIX B: SNOHOMISH COUNTY HEALTH LEADERSHIP

Northwest Center for Public Health Practice

GUGO Evaluation Report 2015

1.5 (3 classes per 2 weeks)

2.5 (classes every other day)

1.5 (3 classes per 2 weeks)

2.5 (classes every other day)

100.0% (15) 100.0% (25) 100.0% (13)

Northwest Center for Public Health Practice

GUGO Evaluation Report 2015

Table 6: Teachers Rating Resources as Very Useful or Somewhat Useful

Northwest Center for Public Health Practice

GUGO Evaluation Report 2015

Data from web portal to set

Data to drive student engagement

Challenge other schools or classes

Promote winter games with

Northwest Center for Public Health Practice