Educational Intervention Improves 4th-Grade Schoolchildrenʼs Nutrition and Physical Activity Knowledge and Behaviors

2006 ◽  
Vol 21 (3) ◽  
pp. 234-240 ◽  
Author(s):  
Katherine L. Cason ◽  
Barbara N. Logan
Keyword(s):  
Physical Activity ◽  
Educational Intervention ◽  
And Behaviors ◽  
Nutrition And Physical Activity

scholarly journals The Effect of Health Promotion Educational Interventions on Self-Care Behaviors of Nutrition and Physical Activity Among Universities Staff in Southeastern Iran

Health Scope ◽  
2021 ◽  
Vol 10 (4) ◽  
Author(s):  
Fariba Shahraki Sanavi ◽  
Mahdi Mohammadi ◽  
Maryam Seraji ◽  
Hassan Okati-Aliabad
Keyword(s):  
Physical Activity ◽  
Health Promotion ◽  
Educational Intervention ◽  
Intervention Group ◽  
Self Care ◽  
Educational Interventions ◽  
University Staff ◽  
Nutrition And Physical Activity ◽  
And Performance ◽  
The University

Background: A workplace has an important role in staff health. Besides, it is a suitable place for performing interventions to reduce the risk of suffering from health problems associated with physical inactivity and overweight, and to reduce risks of cardiovascular and non-communicable diseases. Objectives: This study aims to investigate the effects of health promotion educational interventions on self-care behaviors of nutrition and physical activity among the selected university staff in Zahedan during the COVID-19 pandemic. Methods: The present quasi-experimental research was conducted in 2020-2021 in Zahedan, southeastern Iran. The control and intervention groups included a random selectionof 110 and 144 non-academic staff members of Zahedan University of Medical Sciences (ZAUMS) as well as Sistan and Baluchestan University (SBU), respectively. At the beginning of the COVID-19 pandemic, an online researcher-made questionnaire (Porsline, https://survey.porsline.ir) (CVR: 92%; CVI: 90%; reliability: 85%) was uploaded, which had been already approved. Besides, educational booklets were provided to the intervention group via WhatsApp and Soroush messengers, through which the participants were allowed to ask their questions after every session. One month after the intervention, the online questionnaires were re-uploaded on Porsline and recompleted by the participants. The results were analyzed using SPSS V21.0. Results: The results indicated that the self-care behaviors of nutrition and physical activity increased significantly in terms of awareness, attitude, and performance among the intervention group participants after conducting the educational intervention (P-value < 0.05). Accordingly, the educational intervention resulted in an increase in the level of awareness, attitude, and performance of nutrition and physical activity among the university staff of the intervention group. Besides, the performance of physical activity was significantly affected not only by the intervention (P < 0.001) but also by work experience (P < 0.001). In addition, nutrition behavior was significantly better in female staff than male staff (P = 0.048), but there was no significant correlation between gender and the intervention (P = 0.266). Conclusions: The educational program executed in the present study was shown to be effective in promoting self-care behaviors of nutrition and physical activity among the university staff. Thus, health programmers and policymakers can have a significant role in promoting staff health by executing interventional educational programs. Accordingly, the efficiency of the whole system will improve by adopting these strategies and programs.

scholarly journals The role of family communication in individual attitudes and behaviors concerning nutrition and physical activity

2010 ◽  
Author(s):  
◽  
Elizabeth A. Wagner
Keyword(s):  
Physical Activity ◽  
Health Communication ◽  
Family Communication ◽  
Cognitive Theory ◽  
Family Health ◽  
Equation Modeling ◽  
Individual Member ◽  
Attitudes And Behaviors ◽  
And Behaviors ◽  
Nutrition And Physical Activity

Despite the increasing popularity of family health communication studies, little attention has been paid to nutrition- and physical activity-related health communication in the family context. This mixed-method study explores the influence of family health communication on individual member attitudes and behaviors. Both phases of the study -- grounded in Family Communication Patterns theory and Social Cognitive theory -- revealed the importance of family communication as a contributor to physical health. Specifically, the first quantitative phase of the study used structural equation modeling and an Actor-Partner Interdependence Model (APIM) to assess the relationships between a young adult's and corresponding family member's health attitudes and behaviors. Moderating and mediating effects of communication and non-communication related variables were also examined. Two overarching themes and corresponding subthemes developed from the second, phenomenological phase of study. It emphasized (a) the importance of nonverbal health communication and (b) health as a gendered experience.

scholarly journals Effect of Health Education on Healthy Nutrition and Physical Activity among Female Teachers Aged 40–60 Years in Asmara, Eritrea: A Quasiexperimental Study

2020 ◽  
Vol 2020 ◽  
pp. 1-7
Author(s):  
Helen Gebretatyos ◽  
Soliana Amanuel ◽  
Lidia Ghirmai ◽  
Ghidey Gebreyohannes ◽  
Eyasu H. Tesfamariam
Keyword(s):  
Physical Activity ◽  
Health Education ◽  
Educational Intervention ◽  
Middle Age ◽  
Healthy Diet ◽  
Female Teachers ◽  
Healthy Nutrition ◽  
Significant Difference ◽  
Diet And Physical Activity ◽  
Nutrition And Physical Activity

Background. Middle age is a period in women’s life where many changes occur in their bodies due to the decline of gonadotropins. As a result, they face various vasomotor, psychological, and somatic symptoms. Moreover, chronic illness such as diabetes, hypertension, heart diseases, and osteoporosis are prevalent at this time. Healthy nutrition and physical activity are effective factors to reduce the problems of menopause faced during middle age. Objective. This study aimed at assessing the effect of health education on healthy nutrition and physical activity among 40–60-year-old female teachers in elementary, junior, and secondary schools of Asmara. Method. A quasiexperimental design was used in this study. The data were collected from 99 middle-age female teachers who were selected by stratified random sampling. The intervention was conducted using lecture, brochure, and group discussion for a total of 3 hours. Data on physical activity and healthy nutrition were collecting using HPLP- II subscales physical activity and nutrition. Sociodemographic data were collected using a predesigned questionnaire. The effect of educational training at preintervention and postintervention was evaluated by the paired t-test and factorial mixed ANOVA using SPSS (version 22). Results. The mean score of practicing healthy diet and physical activity at preintervention and postintervention was 27/44 (SD = 4.20) and 31/44 (SD = 5.36), respectively. A significant difference in the scores of practicing healthy diet and physical activity was observed after the educational intervention (MD = 4.06, 95% CI 2.95–5.17, p<0.0001). The effectiveness of health education was seen across the categories of age, educational level, and occupational level where none of them showed significant interaction, displaying similar effect of educational intervention across all categories of the demographic variables. Conclusion. The structured educational intervention was beneficial for the studied women in changing their practice on healthy nutrition and physical activity.

Head Start Centers Can Influence Healthy Behaviors: Evaluation of a Nutrition and Physical Activity Educational Intervention

2019 ◽  
Vol 89 (9) ◽  
pp. 698-704
Author(s):  
Danielle Fastring ◽  
Kelsey Keel ◽  
Deborah Colby ◽  
John M. Conner ◽  
Avery Hilbert
Keyword(s):  
Physical Activity ◽  
Head Start ◽  
Educational Intervention ◽  
Healthy Behaviors ◽  
Nutrition And Physical Activity

Effect of a theory-based educational intervention for enhancing nutrition and physical activity among Iranian Women: a randomized control trial

2021 ◽  
pp. 1-34
Author(s):  
Mohammad Vahedian Shahroodi ◽  
Seyedeh Belin Tavakoly Sany ◽  
Zahra Hosseini Khaboshan ◽  
Habibollah Esmaeily ◽  
Alireza Jafari ◽  
...  
Keyword(s):  
Physical Activity ◽  
Health Promotion ◽  
Educational Intervention ◽  
Intervention Program ◽  
Control Group ◽  
Public Healthcare ◽  
Iranian Women ◽  
Nutrition And Physical Activity ◽  
And Control ◽  
Experimental Group

Abstract Objective: The relative contribution of health promotion models to improve health-related behaviors in intervention programs are still limited. Here, we tested whether Pender’s health promotion model (HPM) operationalized in the educational intervention was effective to modify nutrition and physical activity (PA) behaviors among Iranian women. Design: A randomized controlled field trial evaluating the efficacy of an educational intervention based on Pender’s HPM to improve PA and nutrition behaviors from August 2016 to October 2016. R version 3.0.2 and SPSS version 16 were used to conduct multiple statistical analyses. Setting: Ten public healthcare centers in Bojnourd, Iran were randomly divided into intervention and control groups. The experimental group received the full intervention program, which included nine 4-hours training sessions and consulting support via phone contact and social media group. The control group did not receive any intervention. Participants: Women aged 4–6 years (n 202) were randomized to intervention (n 102) and control conditions (n100), and completed baseline and 3-months follow-up. Results: In the experimental group, the intervention program had a significant effect (p < 0.05) on all construct of Pender’s HPM and behavior outcome, and the estimate (95% CI) for prior behaviors, self-efficacy, interpersonal influences, feeling, perceived benefits and barriers, commitment, and behaviors outcomes in the intervention group were 0.72 (0.31-0.98), 0.54 (0.27-0.71), 0.74(0.27-0.91), 0.52(0.19-0.75), 0.62 (0.22-0.91), 0.63(0.30-0.86), and 0.56 (0.37-0.85), respectively. Conclusions: Educational intervention based on Pender’s HMP was feasible and highly acceptable to modify PA and nutrition behaviors in the women population.

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