Evaluation of a school–community linked physical activity intervention targeting 7- to 12-year-olds: a sociocultural perspective

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Evaluation of a school–community linked physical activity intervention targeting 7- to 12-year-olds : a sociocultural perspective. / Griffiths, Lisa ; Griffiths, Mark.

In: American Journal of Health Education, Vol. 50, No. 2, 04.03.2019, p. 112-126.

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@article{cae7a4720fa440b9bfd4e212a73ed8a2,
title = "Evaluation of a school–community linked physical activity intervention targeting 7- to 12-year-olds: a sociocultural perspective",
abstract = "Background: Public health professionals advocate school-based and community physical activity (PA) interventions as an effective method to increase PA levels and improve physical fitness. Purpose: This evaluation independently assessed a school–community linked PA intervention by exploring the provision, process, and impact of the program and its outcomes.Methods: Students aged 7 to 12 years (n = 468, intervention group [IG]; n = 128, control group [CG]), teachers (n = 19), head teachers (n = 4), school program contacts (n = 4), and program administrator (n = 1) took part in the evaluation. Program content and processes were assessed using questionnaires and semistructured interviews. A mixed effect model was used to assess changes in physical fitness, PA levels, and attitudes toward PA at baseline and postintervention. Results: CG increased body mass (P > .001), aerobic capacity (P > .001), and push-ups (P = .005), as well as improved attitudinal scores toward health and fitness and vertigo (P < .05) compared to the IG. Process evaluation revealed struggles with implementation and design, including pedagogical issues to facilitate program goals. The intervention did not improve attitudinal outcomes, PA levels, or physical fitness above that of the CG. Translation to Health Education Practice: Sustainable PA interventions should consider adopting a sociocultural approach that is grounded in learning models and delivered by staff with relevant pedagogical content knowledge.",
author = "Lisa Griffiths and Mark Griffiths",
year = "2019",
month = mar,
day = "4",
doi = "10.1080/19325037.2019.1571961",
language = "English",
volume = "50",
pages = "112--126",
journal = "American Journal of Health Education",
issn = "1932-5037",
publisher = "AAHPERD",
number = "2",

}

RIS

TY - JOUR

T1 - Evaluation of a school–community linked physical activity intervention targeting 7- to 12-year-olds

T2 - a sociocultural perspective

AU - Griffiths, Lisa

AU - Griffiths, Mark

PY - 2019/3/4

Y1 - 2019/3/4

N2 - Background: Public health professionals advocate school-based and community physical activity (PA) interventions as an effective method to increase PA levels and improve physical fitness. Purpose: This evaluation independently assessed a school–community linked PA intervention by exploring the provision, process, and impact of the program and its outcomes.Methods: Students aged 7 to 12 years (n = 468, intervention group [IG]; n = 128, control group [CG]), teachers (n = 19), head teachers (n = 4), school program contacts (n = 4), and program administrator (n = 1) took part in the evaluation. Program content and processes were assessed using questionnaires and semistructured interviews. A mixed effect model was used to assess changes in physical fitness, PA levels, and attitudes toward PA at baseline and postintervention. Results: CG increased body mass (P > .001), aerobic capacity (P > .001), and push-ups (P = .005), as well as improved attitudinal scores toward health and fitness and vertigo (P < .05) compared to the IG. Process evaluation revealed struggles with implementation and design, including pedagogical issues to facilitate program goals. The intervention did not improve attitudinal outcomes, PA levels, or physical fitness above that of the CG. Translation to Health Education Practice: Sustainable PA interventions should consider adopting a sociocultural approach that is grounded in learning models and delivered by staff with relevant pedagogical content knowledge.

AB - Background: Public health professionals advocate school-based and community physical activity (PA) interventions as an effective method to increase PA levels and improve physical fitness. Purpose: This evaluation independently assessed a school–community linked PA intervention by exploring the provision, process, and impact of the program and its outcomes.Methods: Students aged 7 to 12 years (n = 468, intervention group [IG]; n = 128, control group [CG]), teachers (n = 19), head teachers (n = 4), school program contacts (n = 4), and program administrator (n = 1) took part in the evaluation. Program content and processes were assessed using questionnaires and semistructured interviews. A mixed effect model was used to assess changes in physical fitness, PA levels, and attitudes toward PA at baseline and postintervention. Results: CG increased body mass (P > .001), aerobic capacity (P > .001), and push-ups (P = .005), as well as improved attitudinal scores toward health and fitness and vertigo (P < .05) compared to the IG. Process evaluation revealed struggles with implementation and design, including pedagogical issues to facilitate program goals. The intervention did not improve attitudinal outcomes, PA levels, or physical fitness above that of the CG. Translation to Health Education Practice: Sustainable PA interventions should consider adopting a sociocultural approach that is grounded in learning models and delivered by staff with relevant pedagogical content knowledge.

UR - http://www.scopus.com/inward/record.url?scp=85062330053&partnerID=8YFLogxK

U2 - 10.1080/19325037.2019.1571961

DO - 10.1080/19325037.2019.1571961

M3 - Article

VL - 50

SP - 112

EP - 126

JO - American Journal of Health Education

JF - American Journal of Health Education

SN - 1932-5037

IS - 2

ER -