scholarly journals Leveraging School Nurse Expertise to Meet Children’s Health and Nutrition Needs in Afterschool Programs

2019 ◽  
Vol 35 (1) ◽  
pp. 15-17
Author(s):  
Heather Wensil Venrick ◽  
Natasha McClure ◽  
Karen Hande
Keyword(s):  
Physical Activity ◽  
Healthy Eating ◽  
School Setting ◽  
Position Statement ◽  
School Nurses ◽  
Day School ◽  
Afterschool Programs ◽  
Regular School ◽  
Health And Nutrition ◽  
School Day

The National Association of School Nurses’ position statement clarifies the role of school nurses in afterschool activities is to assess, plan, and evaluate the health needs of students in programs that extend beyond the regular school day. School nurses leverage their expertise as trusted and caring providers to deliver health promotion education in the school setting. They can partner with afterschool programs to assess students’ healthy eating and physical activity. The purpose of this article is to describe an exemplar assessment of Healthy Eating and Physical Activity in one afterschool program and discuss approaches to address preventable factors associated with childhood obesity.

scholarly journals Identifying Strategies Programs Adopt to Meet Healthy Eating and Physical Activity Standards in Afterschool Programs

2016 ◽  
Vol 44 (4) ◽  
pp. 536-547 ◽  
Author(s):  
Robert G. Weaver ◽  
Justin B. Moore ◽  
Brie Turner-McGrievy ◽  
Ruth Saunders ◽  
Aaron Beighle ◽  
...  
Keyword(s):  
Physical Activity ◽  
Confidence Interval ◽  
Healthy Eating ◽  
Vigorous Physical Activity ◽  
Statistical Significance ◽  
National Level ◽  
Routine Practice ◽  
Afterschool Programs ◽  
Point Increase ◽  
The Relationship

Background. The YMCA of USA has adopted Healthy Eating and Physical Activity (HEPA) Standards for its afterschool programs (ASPs). Little is known about strategies YMCA ASPs are implementing to achieve Standards and these strategies’ effectiveness. Aims. (1) Identify strategies implemented in YMCA ASPs and (2) evaluate the relationship between strategy implementation and meeting Standards. Method. HEPA was measured via accelerometer (moderate-to-vigorous-physical-activity [MVPA]) and direct observation (snacks served) in 20 ASPs. Strategies were identified and mapped onto a capacity building framework ( Strategies To Enhance Practice [STEPs]). Mixed-effects regression estimated increases in HEPA outcomes as implementation increased. Model-implied estimates were calculated for high (i.e., highest implementation score achieved), moderate (median implementation score across programs), and low (lowest implementation score achieved) implementation for both HEPA separately. Results. Programs implemented a variety of strategies identified in STEPs. For every 1-point increase in implementation score 1.45% (95% confidence interval = 0.33% to 2.55%, p ≤ .001) more girls accumulated 30 min/day of MVPA and fruits and/or vegetables were served on 0.11 more days (95% confidence interval = 0.11-0.45, p ≤ .01). Relationships between implementation and other HEPA outcomes did not reach statistical significance. Still regression estimates indicated that desserts are served on 1.94 fewer days (i.e., 0.40 vs. 2.34) in the highest implementing program than the lowest implementing program and water is served 0.73 more days (i.e., 2.37 vs. 1.64). Conclusions. Adopting HEPA Standards at the national level does not lead to changes in routine practice in all programs. Practical strategies that programs could adopt to more fully comply with the HEPA Standards are identified.

scholarly journals Untapped Resources: 10- to 13-Year-Old Primary Schoolchildren’s Views on Additional Physical Activity in the School Setting: A Focus Group Study

2018 ◽  
Vol 15 (12) ◽  
pp. 2713 ◽  
Author(s):  
Vera van den Berg ◽  
Eline Vos ◽  
Renate de Groot ◽  
Amika Singh ◽  
Mai Chinapaw
Keyword(s):  
Physical Activity ◽  
School Setting ◽  
Field Trips ◽  
Focus Group Study ◽  
Physically Active ◽  
School Based ◽  
Teachers And Students ◽  
School Day

Schools are considered ideal venues to promote physical activity (PA) in children. However, a knowledge gap exists on how to adequately integrate PA into the school day and in particular, on the preferences of children regarding additional PA in school. Therefore, the aim of our qualitative study was to gain comprehensive insight into 10–13-year-old primary schoolchildren’s perspectives on how to increase PA in the school setting. We conducted nine focus groups (32 girls and 20 boys) with children attending the final two grades of primary school in the Netherlands. We used inductive thematic analysis to analyze the data. The results showed that children were enthusiastic about additional PA in school. Children suggested various ways to increase PA, including more time for PA in the existing curriculum, e.g., physical education (PE), recess, and occasional activities, such as field trips or sports days; school playground adaptation; improving the content of PE; and implementing short PA breaks and physically active academic lessons. Children emphasized variation and being given a voice in their PA participation as a prerequisite to keep PA enjoyable and interesting in the long term. Finally, children mentioned the role of the teacher and making efforts to accommodate all children and their different preferences as important. Children have concrete ideas, acknowledging the challenges that accompany integrating additional PA in school. We therefore recommend actively involving children in efforts to increase school-based PA and to make “additional PA in school” a shared project of teachers and students.

A school excursion to a museum can promote physical activity in children by integrating movement into curricular activities

2017 ◽  
Vol 25 (1) ◽  
pp. 35-47 ◽  
Author(s):  
Lærke Mygind ◽  
Tine Kryger ◽  
Gry Sidenius ◽  
Jasper Schipperijn ◽  
Peter Bentsen
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Sedentary Time ◽  
School Curriculum ◽  
Primary School Students ◽  
Light Physical Activity ◽  
School Students ◽  
Regular School ◽  
Institutional Settings ◽  
School Day

Since children spend a large proportion of their time in institutional settings such as schools, health promotion researchers have identified this as an important setting to promote physical activity (PA). Apart from physical education, PA could be integrated into the school curriculum in other ways. Therefore, the aim of this study was to examine whether a school excursion to a museum can increase primary school students’ PA and reduce sedentary time. One hundred and ten primary school students aged 12–13, from three Danish schools, wore accelerometers for four consecutive days, of which one consisted of an excursion day to a museum. While an increase in light physical activity and reduction in the amount of sedentary time was observed, students did not spend more time in moderate to vigorous PA (MVPA) during the visit to the museum than on a regular school day. However, over the full excursion day, the students accumulated more MVPA. One school used active transportation to and from the museum, which contributed to significantly more MVPA compared to the other schools. An excursion to a museum significantly reduced sedentary time, but was in itself not sufficient to increase MVPA.

scholarly journals An examination of equal access in athletic programs throughout public high schools in the United States

2016 ◽  
Vol 2 (1) ◽  
pp. 99
Author(s):  
Rebecca R. Buchanan ◽  
Eleanor F. Odenheimer ◽  
Tanya R. Prewitt-White
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
Public School ◽  
School Setting ◽  
The United States ◽  
Equal Access ◽  
Afterschool Programs ◽  
Educational Mission ◽  
Physically Active ◽  
Global Competitiveness

The mission of the U.S. Department of Education is “to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access” (www.ed.gov).  As an extension of U.S. public education institutions, secondary afterschool programs involving physical activity are theoretically designed to enhance and support the educational mission of public schools.  Yet, due to the hyper-commodification of youth sports, “equal access” in sport and physical activity is becoming increasingly limited to parameters grounded in highly competitive environments reflecting broader sport trends in society.  An interesting paradox emerges in public school settings where the importance of physical activity for adolescents is also emphasized.  However, in reality, the majority of public tax dollars funding extracurricular opportunities to be physically active are only for those who are highly competitive, physically literate and have the financial means to assist in the funding of their sport experiences.  There are also issues related to gender in terms of who is being served.  Therefore, it is importance to examine how public resources relating to physical activity and health are being unequally allocated in the public school setting. 

scholarly journals Exploring Gender Differences within Forest Schools as a Physical Activity Intervention

Children ◽  
2018 ◽  
Vol 5 (10) ◽  
pp. 138
Author(s):  
Emilia Trapasso ◽  
Zoe Knowles ◽  
Lynne Boddy ◽  
Lisa Newson ◽  
Jo Sayers ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary Schools ◽  
Qualitative Data ◽  
Physical Activity Intervention ◽  
School Curriculum ◽  
Mixed Methods Study ◽  
Older Children ◽  
Regular School ◽  
School Day ◽  
Forest Schools

This study investigated whether children engaged in more physical activity (PA) on school days that included Forest School (FS) sessions than a regular school day or a school day with a Physical Education (PE) lesson. How FS sessions influenced children’s general levels of PA and wellbeing was also explored across gender. A mixed-methods study followed a sample of 59 child participants aged 7 to 9 years old, from four primary schools, whilst taking part in twelve weekly FS sessions. Measures included the PA Questionnaire for Older Children and accelerometry data together with an individual Write and Draw task to inform focus groups. Children had significantly greater levels of light PA on a FS day and a PE school day compared to a regular school day and children reported feeling both happier and relaxed as a consequence of the intervention. From the qualitative data, boys and girls reported different likes of the FS interventions, whereas their dislikes of FS were comparable. Findings from this research provide evidence for such outdoor, nature-based learning within the school curriculum contributing to daily PA in children.

Assimilating the Talent Search Model into the School Day

1998 ◽  
Vol 9 (3) ◽  
pp. 114-123 ◽  
Author(s):  
Carol Rohrer McCarthy
Keyword(s):  
High School ◽  
School Setting ◽  
Search Model ◽  
School Students ◽  
Successful Model ◽  
Regular School ◽  
School Year ◽  
Talent Search ◽  
School Day ◽  
Community Effort

Programs for talent search students traditionally are offered to students outside of their school setting. This paper discusses a multi-district/higher education collaborative model that incorporates the three components of the talent search model within the school-year schedule. In this community effort, the focus of the talent search's summer programs—content acceleration and fast-paced instruction—have been assimilated into the students' regular school day. In 180 hours of instruction scheduled over two school years, middle school students complete four years of high school mathematics; with a similar program for writing/literature, many expository writing students earn favorable AP English composition scores. The community's experience with content acceleration created byproducts of parent advocacy networks and district policies on granting high school credit. Key elements for a successful model are discussed, as well as unplanned, but related outcomes that occurred. The relationship of content acceleration to the state's dual enrollment legislation is identified.

Medication Management in Schools: 2015 Survey Results

2017 ◽  
Vol 34 (6) ◽  
pp. 468-479 ◽  
Author(s):  
Erin D. Maughan ◽  
Ann Marie McCarthy ◽  
Maria Hein ◽  
Yelena Perkhounkova ◽  
Michael W. Kelly
Keyword(s):  
Online Survey ◽  
Medication Management ◽  
Medication Administration ◽  
School Nurses ◽  
Day School ◽  
Cross Sectional ◽  
Policies And Procedures ◽  
School Day ◽  
Survey Results ◽  
Cross Sectional Design

The increasing prevalence of chronic conditions in children, for both common and rare conditions, over the past 30 years, and the increase in the number and range of medications used to manage these conditions, has contributed to the need to address medication management in schools. The purpose of this article is to present the key findings from a national survey on medication administration in schools. A nonexperimental cross-sectional design was used in this descriptive study. An online survey was sent to school nurses across the country. Responses from a total of 6,298 school nurses were used in the analysis. Results of the survey related to prescription and nonprescription medications, medication storage, student’s carrying their medications, delegation of medication administration, documentation, and medication errors are discussed. The article concludes that many different medications are administered during the school day. School nurses must advocate for proper policies and procedures to guard the safety of students.

scholarly journals Children’s Perceived and Actual Physical Activity Levels within the Elementary School Setting

2021 ◽  
Vol 18 (7) ◽  
pp. 3485
Author(s):  
Kristy Howells ◽  
Tara Coppinger
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Repeated Measures ◽  
School Setting ◽  
Activity Levels ◽  
Whole School ◽  
Physical Activity Levels ◽  
School Day ◽  
Children’S Physical Activity ◽  
Three Factor

To date, little research has longitudinally examined young children’s physical activity (PA) during school hours, nor questioned children’s perceptions of their own PA behaviours. This study investigated 20 children’s actual physical activity levels (APA) and their perceived physical activity levels (PPA) (10 infants, mean age 6.6 years; 10 juniors, mean age 9.5 years). APA was evaluated using accelerometers across 36 whole school days (371 min per day); 18 days included Physical Education (PE) lessons and 18 did not. A repeated-measures three-factor ANOVA analysed: type of day; age phase; parts of the day and sex. PPA was collected by an interactive handset and an adapted version of the PA Questionnaire for Children (PAQ-C). Participants undertook 10 more minutes of moderate to vigorous PA (MVPA) on PE days (53 ± 19 min) compared to non-PE days (43 ± 15 min) (F = 92.32, p < 0.05) and only junior boys reached daily MVPA recommendations (60 ± 13 min) on PE days. Juniors over-estimated, and infants under-estimated, their APA levels. Educators need more support to teach and embed different PA intensities into the school day to enable children to better understand the health benefits associated with varying the intensity of their PA during school hours.

scholarly journals The CATCH Kids Club: a pilot after-school study for improving elementary students’ nutrition and physical activity

2005 ◽  
Vol 8 (2) ◽  
pp. 133-140 ◽  
Author(s):  
Steve Kelder ◽  
Deanna M Hoelscher ◽  
Cristina S Barroso ◽  
Joey L Walker ◽  
Peter Cribb ◽  
...  
Keyword(s):  
Physical Activity ◽  
Vigorous Physical Activity ◽  
El Paso ◽  
School Setting ◽  
After School ◽  
Physical Activity Interventions ◽  
School Based ◽  
School Day ◽  
Logistic Issue ◽  
Group Interviews

AbstractBackgroundAlthough many school-based diet and physical activity interventions have been designed and evaluated, relatively few have been tested for the after-school setting. After-school day-care programmes at either elementary schools or private locations provide a ready-made opportunity for health programmes that may be difficult to incorporate into an already-full school day. The purpose of this paper is to report on a pilot study of an after-school adaptation of the CATCH (Coordinated Approach To Child Health) elementary school programme called the CATCH Kids Club (CKC).MethodsThe CKC was pilot-tested and formatively evaluated in 16 Texas after-school programmes: eight in El Paso and eight in Austin (four intervention and four reference sites each). Evaluation consisted of direct observation of moderate to vigorous physical activity during play time, self-reported food intake and physical activity, and focus group interviews with after-school programme staff.ResultsStudents responded well to the physical activity and snack components and were less interested in the five-module education component. Routine staff training was a key variable in achieving proper implementation; the ideal would be a full day with repeated follow-up model teaching visits. Staff turnover was a logistic issue, as was programme leader readiness and interest in conducting the programme. Strong and significant effects were observed for the physical activity but not for the education component. The results of the physical education component suggest it is feasible, effective and ready for larger-scale evaluation or dissemination.

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