‘Healthy Children, Healthy Planet’: A pilot school-based educational intervention

2021 ◽  
pp. 001789692110624
Author(s):  
Vassiliki Costarelli ◽  
Maria Michou ◽  
Eleni Svoronou ◽  
Nancy Koutava ◽  
Marina Symvoulidou ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Primary Schools ◽  
Intervention Group ◽  
Training Session ◽  
Educational Programme ◽  
Control Group ◽  
Healthy Children ◽  
Eating Behaviours ◽  
School Based ◽  
Pilot School

Objectives: Healthy and sustainable eating should be encouraged in children. This study aimed to create, apply and evaluate the effectiveness of a specially designed, school-based educational programme to promote healthy and sustainable eating in children. Design: Pilot, school-based educational intervention, aimed at promoting health and sustainable eating patterns in children. Setting: Four schools (two primary schools and two kindergartens) in Attica, Greece. Method: The 3-month, pilot intervention consisted of a teacher training session, an educational package (11 teaching sessions, 1 session/per week), 3 separate parents and teachers’ educational sessions, and 2 teacher feedback meetings. In total, 290 children (intervention group n = 230, control group n = 60) aged 5–11 years old from four schools in Attica, Greece, participated in the study. Parents completed a specially designed questionnaire before and after the intervention, assessing children’s anthropometric characteristics, children’s adherence to a Mediterranean Diet (MD) and physical activity levels, together with usual eating and food waste behaviours in the household. Results: Children’s adherence to a MD was not significantly affected by the educational intervention. However, there was a significant increase in children’s fruit consumption, with 48% of the children eating at least two portions of fruit per day after the intervention. With respect to the food sustainability behaviours of the household, the intervention group threw away less food and, in particular, fewer fresh fruit and less bread, following the intervention. Conclusion: There is evidence that the educational programme can positively affect certain healthy eating behaviours in participating children.

scholarly journals The role of the teacher in the implementation of a School-based intervention on the physical activity practice of children

2019 ◽  
Author(s):  
Tegwen Gadais ◽  
Theo Caron ◽  
Marie Belle Ayoub ◽  
Antony Karelis ◽  
Luc Nadeau
Keyword(s):  
Physical Activity ◽  
Elementary School Teachers ◽  
Intervention Group ◽  
Training Session ◽  
Control Group ◽  
Successful Implementation ◽  
School Teachers ◽  
School Based

INTRODUCTION: Medium or long term intervention strategies on physical activity practice (PAP) need to be more effective in their implementation by practitioners. The aim of this study was to evaluate the role of a teacher to implement the Team Pentathlon (TP) in order to improve the PAP in children. METHODS: 203 children (age: 10-13years), grades 5 and 6 (intervention group [IG] N = 104, control group [CG] N = 99) were guided to increase their PAP during an 8-week period by 5 elementary school teachers (physical education or classroom) who received 4 training sessions. Levels of PAP (self-reported) were compared between groups (IG/CG), sex, socioeconomic status of the schools and between teachers: baseline and during TP. RESULTS: Several teachers noted significant increases in PAP in the IG for both boys and girls (p<.05 or p<.01), whereas others found only small improvements in PAP. One teacher even observed higher PAP in the CG. Training session records revealed that the teacher himself, how the TP is implemented, and proper resources were the 3 elements that explained the successful implementation of the TP program. CONCLUSION: The implementation of the TP significantly increased the PAP in children. Training sessions helped teachers to implement the TP program but personal engagement, motivation, respecting protocol and adequate environment are necessary in improving the PAP of children.

scholarly journals The Role of the Teacher in the Implementation of a School-Based Intervention on the Physical Activity Practice of Children

2020 ◽  
Vol 17 (19) ◽  
pp. 7344
Author(s):  
Tegwen Gadais ◽  
Theo Caron ◽  
Marie-Belle Ayoub ◽  
Antony Karelis ◽  
Luc Nadeau
Keyword(s):  
Physical Activity ◽  
Elementary School Teachers ◽  
Intervention Group ◽  
Training Session ◽  
Control Group ◽  
Successful Implementation ◽  
School Teachers ◽  
School Based

Medium- or long-term intervention strategies for physical activity practice (PAP) need to be more effective in terms of their implementation by practitioners. The aim of this study was to evaluate the role of a teacher to implement the Team Pentathlon (TP) in order to improve the PAP in primary children. TP is a health education program made to improve PAP of children through individual and collective achievements. In this study, 203 children (age: 10–13 years) in grades 5 and 6 (intervention group (IG) N = 104, control group (CG) N = 99) were guided to increase their PAP during an eight-week period by five elementary school teachers (physical education or classroom) who had received four training sessions. Levels of PAP (self-reported) were compared between groups (IG/CG), sex, socioeconomic status of the schools and between teachers: baseline and during TP. Several teachers noted significant increases in PAP in the IG for both boys and girls (p ≤ 0.05 or p < 0.01), whereas others found only small improvements in PAP. One teacher even observed higher PAP in the CG. Training session records revealed that the teacher himself, how the TP is implemented, and proper resources were the three elements that explained the successful implementation of the TP program. The implementation of the TP significantly increased the PAP in primary children. Training sessions helped teachers to implement the TP program but personal engagement, motivation, respecting protocol, and an adequate environment are also necessary in improving the PAP of children.

scholarly journals Educational intervention to improve adherence to the Mediterranean diet among parents and their children aged 1–2 years. EniM clinical trial

2015 ◽  
Vol 19 (6) ◽  
pp. 1131-1144 ◽  
Author(s):  
Margarita Roset-Salla ◽  
Joana Ramon-Cabot ◽  
Jordi Salabarnada-Torras ◽  
Guillem Pera ◽  
Albert Dalmau
Keyword(s):  
Mediterranean Diet ◽  
Educational Intervention ◽  
Day Care ◽  
Intervention Group ◽  
Community Setting ◽  
Educational Programme ◽  
Controlled Study ◽  
Control Group ◽  
Day Care Centres ◽  
The Mediterranean

AbstractObjectiveThe objective of the present study was to evaluate the effectiveness of an educational programme on healthy alimentation, carried out in day-care centres and aimed at the parents of children from 1 to 2 years of age, regarding the acquisition of healthy eating habits among themselves and their children.DesignWe performed a multicentre, multidisciplinary, randomized controlled study in a community setting.SettingThe EniM study (nutritional intervention study among children from Mataró) was performed in twelve day-care centres in Mataró (Spain). Centres were randomized into a control group (CG) and an intervention group (IG). IG received four or five educational workshops on diet, CG did not have workshops.SubjectsChildren, not exclusively breast-fed, from 1 to 2 years of age, in the participating day-care centres and the persons responsible for their alimentation (mother or father).ResultsThirty-five per cent of the IG did not attend the minimum of three workshops and were excluded. The CG included seventy-four children and seventy-two parents and the IG seventy-five children and sixty-seven parents. Both groups were comparable at baseline. Basal adherence to the Mediterranean diet was 56·4 % in parents (Gerber index) and 7·7 points in children (Kidmed test). At 8 months, Mediterranean diet adherence had improved in the IG by 5·8 points in the Gerber index (P=0·01) and 0·6 points in the Kidmed test (P=0·02) compared with the CG.ConclusionsThis educational intervention performed in parents at the key period of incorporation of a 1–2-year-old child to the family table showed significant increases in adherence of the parents to the Mediterranean diet, suggesting future improvement in different indicators of health and an expected influence on the diet of their children.

scholarly journals Two-year controlled effectiveness trial of a school-based intervention to prevent obesity in Chilean children

2009 ◽  
Vol 12 (9) ◽  
pp. 1451-1461 ◽  
Author(s):  
Juliana Kain ◽  
Barbara Leyton ◽  
Ricardo Cerda ◽  
Fernando Vio ◽  
Ricardo Uauy
Keyword(s):  
Primary Schools ◽  
Intervention Group ◽  
Skinfold Thickness ◽  
Controlled Study ◽  
Control Group ◽  
First Year ◽  
Obesity Prevalence ◽  
School Year ◽  
School Based ◽  
Second Year

AbstractObjectiveObesity prevalence among Chilean children is 19·4 %. The present study aimed to assess the effectiveness of a school-based obesity prevention programme.DesignNon-randomized controlled study. The intervention included activities in nutrition and physical activity, fully applied the first year and partially in the second one. Primary outcomes were BMI Z-score (BMIZ) and obesity prevalence; secondary outcomes were waist circumference and triceps skinfold thickness. Time effects were assessed by changes in BMI-related variables by gender and period (ANOVA and Tukey test), while intervention effects were determined by comparing changes in (i) obesity prevalence by gender and period (PROC GENMOD) and (ii) BMIZ according gender, age and period (PROC MIXED).SettingPrimary schools in the Chilean cities of Casablanca (intervention group) and Quillota (control group).SubjectsOne thousand seven hundred and fifty-nine children from three schools (intervention group) and 671 from one school (control group).ResultsOver the two years, obesity prevalence and BMIZ declined significantly in the intervention group; from 17·0 % to 12·3 % and 14·1 % to 10·3 % in boys and girls, respectively, and from 0·62 to 0·53 and 0·64 to 0·58, respectively. In the control group, obesity remained stable at about 21 % and 15 %, while BMIZ increased significantly in the second year. BMIZ declined in both genders and all age categories in the intervention group during the first year (significant only in younger boys). No changes occurred during the summer, while during the second year, BMIZ increased in boys and girls from both groups (significant only in the younger control boys). Obesity declined significantly only in boys during the first year.ConclusionEffectiveness was greater in the first school year and more evident in younger boys.

scholarly journals Effect of Comprehensive Interventions Including Nutrition Education and Physical Activity on High Blood Pressure among Children: Evidence from School-Based Cluster Randomized Control Trial in China

2020 ◽  
Vol 17 (23) ◽  
pp. 8944
Author(s):  
Haiquan Xu ◽  
Yanping Li ◽  
Xianwen Shang ◽  
Songming Du ◽  
Qian Zhang ◽  
...  
Keyword(s):  
Physical Activity ◽  
Blood Pressure ◽  
Nutrition Education ◽  
High Blood Pressure ◽  
Primary Schools ◽  
Intervention Group ◽  
Public Health Problem ◽  
Control Group ◽  
School Based ◽  
Multicenter Randomized Controlled Trial

Childhood hypertension has increasingly become a public health problem globally. However, limited literature research examined the effect of comprehensive interventions including nutrition education and physical activity on blood pressure among children. A total of 6764 children aged 7–13 years were analyzed based on a multicenter randomized controlled trial for comprehensive interventions in 30 primary schools in China to evaluate the effects on blood pressure, which lasted for two semesters. The standards used for the diagnosis of high blood pressure were the cut-off points based on age and sex for Chinese children. Compared with the control group, the intervention effects were −0.5 mm Hg (95% confidence interval (CI): −1.1, 0; p = 0.064) for diastolic blood pressure and −0.9 mmHg (95% CI: −1.5, −0.3; p = 0.005) for systolic blood pressure. For the incidence of high blood pressure, the changes were −1.4% in the intervention group and 0.4% in the control group (1.8% difference between the two groups, p = 0.015) after trial. The school-based comprehensive interventions appeared to have moderate effects on high blood pressure prevention among children in China.

scholarly journals The effects of a school-based physical activity intervention programme on children’s executive control: The Health Oriented Pedagogical Project (HOPP)

2018 ◽  
Vol 46 (21_suppl) ◽  
pp. 82-91 ◽  
Author(s):  
Carolien Konijnenberg ◽  
Per Morten Fredriksen
Keyword(s):  
Physical Activity ◽  
Executive Control ◽  
Primary Schools ◽  
Physical Activity Intervention ◽  
Flanker Task ◽  
Intervention Group ◽  
Sixth Grade ◽  
Control Group ◽  
Intervention Programme ◽  
School Based

Aims: To assess the effects of a large school-based physical activity intervention on children’s ability to resist distractions and maintain focus, known as executive control. Methods: A quasi-experimental design with seven intervention and two control primary schools. The Health Oriented Pedagogical Project (HOPP) intervention consisted of 45 min of physical activity a day during school time for 6–8 months in addition to the regular weekly physical education lessons. A total of 1173 children, spanning from second grade (age 7 years) to sixth grade (age 12 years) were included in the analysis. Main outcome measures were executive control was measured at baseline and 1 year after using a modified Eriksen flanker task for the younger children (second and third grades) and a computerised Stroop task for the older children (fourth, fifth, and sixth grades). Results: Both the intervention and control group showed improvements in executive control after 1 year. However, the children in the intervention group did not improve their performance more than those in the control group. Conclusions: No positive effect of the physical activity intervention programme on children’s task performance was found, suggesting that the intervention did not affect children’s executive control.

The taste of biodiversity: science and sensory education with different varieties of a vegetable to promote acceptance among primary school children

2020 ◽  
pp. 1-9
Author(s):  
Lisa Afonso ◽  
Sara Aboim ◽  
Patrícia Pessoa ◽  
Xana Sá-Pinto
Keyword(s):  
Primary Schools ◽  
Intervention Group ◽  
Educational Programme ◽  
Primary School Children ◽  
Controlled Study ◽  
Control Group ◽  
Food Education ◽  
Carry Over ◽  
Randomised Controlled ◽  
The Impact

Abstract Objective: To determine the impact of an educational programme for primary schools that explored the biodiversity of tomato, by promoting science and sensory education with three distinct varieties of it, in the acceptance of vegetables. Design: A randomised controlled study in which children were exposed to the educational programme (intervention group) or remained in the class, as usual (control group). The educational programme consisted of three sessions where children explained the observed differences between the three varieties of tomato and individual perceptions of their flavours based on sensory-based food education and by planning and implementing experiments to explain those differences. We tested the effects on both children’s willingness to try and their liking for tomato, and for lettuce and cabbage to study the carry-over effect, compared with the control group (Mann–Whitney U test; P < 0·05). Setting: The study took place in public primary schools in Porto, Portugal. Participants: Children in the third grade (8–13-year-old children) (n 136) were randomly assigned to intervention or control group. Results: Children in the intervention group reported significant increases in their willingness to try and liking for tomato compared to the control group (P < 0·05), but not for lettuce and cabbage (P > 0·05). Conclusions: These results highlight the potential for fostering children’s acceptance of a vegetable by exploring biodiversity through science education. Further work may clarify the effects of exploring biodiversity on the consumption of vegetables and establish whether the results are stable over time and replicable across contexts and populations.

The Impact of the Theory-Based Training on Beliefs of Women towards Breast Cancer Screening Behaviors

2020 ◽  
Vol 16 (3) ◽  
pp. 229-235
Author(s):  
Alireza Didarloo ◽  
Leila Mokhtary ◽  
Hamid-Reza Khalkhali ◽  
Soheila Ahangarzadeh-Rezaei
Keyword(s):  
Breast Cancer ◽  
Cancer Screening ◽  
Breast Cancer Screening ◽  
Health Beliefs ◽  
Educational Intervention ◽  
Intervention Group ◽  
Health Belief ◽  
Control Group ◽  
Belief Model ◽  
Screening Behaviors

Background: Breast cancer is the most prevalent type of cancer among women that is fatal if not diagnosed and treated in due time. Health beliefs play an important role in people's willingness to engage in health-promoting behaviors. Objective: The aim of the study was to examine the effects of the health belief model (HBM)-based training intervention on women’s health beliefs towards breast cancer screening behaviors. Methods: The study of educational intervention was conducted on women referred to healthcare centers. The sample was selected by convenient sampling and randomly assigned to control and intervention groups of 50 subjects. The intervention group received the theory-based training intervention, but the control group received only the routine care. Champion’s Health Belief Model Scale (CHBMS) was used for collecting the study data. Data analysis was performed using independent t-test, paired t-test, Chi-squared test, and correlation coefficient in SPSS software version 16.00. Results: The mean age of the subjects for control and intervention groups was 39.06±9.78, 38.32±8.27, respectively. Overall, 38%, 12% and 13%of the subjects reported breast selfexamination behavior, mammography and clinical breast examinations, respectively. Before the intervention program, the overall mean score of health beliefs in groups of control and intervention was 160.82±23.28, and 159.14±20.61, respectively. After educational intervention, the overall mean score of beliefs in the intervention group changed from 159.14±20.61 to 195.26±24.42, and it was statistically significant (p<0.001). In the control group, after the intervention, no significant changes were observed in the mean score of total health beliefs and were not statistically significant (p>0.05). Among the variables of the HBM, women's perceived self-efficacy toward breast selfexamination experienced the most positive change after an educational intervention. Conclusion: Our results indicated that HBM-based training significantly improved women’s beliefs toward breast cancer screening behaviors. It is suggested that trainers in the healthcare system use these educational approaches to promote people’s beliefs toward breast cancer and its screening methods.

scholarly journals Feasibility Study of an Educational Intervention to Improve Water Intake in Adolescent Soccer Players: A Two-Arm, Non-Randomized Controlled Cluster Trial

2021 ◽  
Vol 18 (3) ◽  
pp. 1339
Author(s):  
Rubén Martín-Payo ◽  
María del Mar Fernández-Álvarez ◽  
Edurne Zabaleta-del-Olmo ◽  
Rebeca García-García ◽  
Xana González-Méndez ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Water Consumption ◽  
Intervention Group ◽  
Soccer Players ◽  
Consumption Pattern ◽  
Control Group ◽  
Personal Factors ◽  
Cluster Trial ◽  
Randomized Controlled ◽  
Ad Libitum

This study aimed to assess the feasibility of an educational intervention on hydration behavior in adolescent soccer players. A pilot study of a two-arm, non-randomized controlled cluster trial was conducted. A total of 316 players aged 13–16 agreed to participate. The response variables were the players’ participation in the intervention, their perception of the knowledge acquired, the usefulness and the overall assessment of the intervention. Hydration patterns and acquisition of knowledge on hydration behavior were also assessed. The intervention involved two elements: posters and a web app. A total of 259 adolescents completed the study (intervention group (IG) = 131; control group (CG) = 128). 80.6% of the players responded to the survey assessing the feasibility of the intervention. The mean number of correct answers regarding behavior was significantly higher in the IG (3.54; SD = 1.162) than in the CG (2.64; SD = 1.174) (p < 0.001). The water consumption pattern at all the clubs was ad libitum. Of the players, 10% did not drink any water at all during the game. In conclusion, this intervention has been shown to be feasible for implementation with adolescent soccer players. It suggests that hydration guidelines should be informed by personal factors and that ad libitum water consumption should be avoided.

scholarly journals Impact of The Daily Mile on children’s physical and mental health, and educational attainment in primary schools: iMprOVE cohort study protocol

BMJ Open ◽  
2021 ◽  
Vol 11 (5) ◽  
pp. e045879
Author(s):  
Bina Ram ◽  
Anna Chalkley ◽  
Esther van Sluijs ◽  
Rachel Phillips ◽  
Tishya Venkatraman ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Cohort Study ◽  
Educational Attainment ◽  
Primary School ◽  
Primary Schools ◽  
Intervention Group ◽  
Control Group ◽  
Physical And Mental Health ◽  
School Year

IntroductionSchool-based active mile initiatives such as The Daily Mile (TDM) are widely promoted to address shortfalls in meeting physical activity recommendations. The iMprOVE Study aims to examine the impact of TDM on children’s physical and mental health and educational attainment throughout primary school.Methods and analysisiMprOVE is a longitudinal quasi-experimental cohort study. We will send a survey to all state-funded primary schools in Greater London to identify participation in TDM. The survey responses will be used for non-random allocation to either the intervention group (Daily Mile schools) or to the control group (non-Daily Mile schools). We aim to recruit 3533 year 1 children (aged 5–6 years) from 77 primary schools and follow them up annually until the end of their primary school years. Data collection taking place at baseline (children in school year 1) and each primary school year thereafter includes device-based measures of moderate-to-vigorous physical activity (MVPA) and questionnaires to measure mental health (Strengths and Difficulties Questionnaire) and educational attainment (ratings from ‘below expected’ to ‘above expected levels’). The primary outcome is the mean change in MVPA minutes from baseline to year 6 during the school day among the intervention group compared with controls. We will use multilevel linear regression models adjusting for sociodemographic data and participation in TDM. The study is powered to detect a 10% (5.5 min) difference between the intervention and control group which would be considered clinically significant.Ethics and disseminationEthics has been approved from Imperial College Research Ethics Committee, reference 20IC6127. Key findings will be disseminated to the public through research networks, social, print and media broadcasts, community engagement opportunities and schools. We will work with policy-makers for direct application and impact of our findings.

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