Implementation of JUMP-in: effect and process evaluation of a primary-school-based program aimed at promoting physical activity among children

The provision of regular physical activity opportunities has the potential to have positive health benefits for children. This study used qualitative interviews and focus groups to examine the experiences of two Irish primary school communities as they worked to attain an Active School Flag. The data suggest that engagement in this formal physical activity initiative impacts positively on children’s engagement in physical activity. Schools were encouraged to embark on innovative activities that attracted widespread participation within schools and in the wider community. The establishment of links with community groups fostered collaborations that were empowering and inclusive. This research supports the contention that primary school initiatives can provide enhanced physical activity opportunities for children, and may provide guidance to national and international policy-makers as they devise school-based physical activity interventions.

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A Cost Analysis of School-Based Lifestyle Interventions

Prevention Science ◽

10.1007/s11121-018-0918-1 ◽

2018 ◽

Vol 19 (6) ◽

pp. 716-727 ◽

Cited By ~ 2

Author(s):

Marije Oosterhoff ◽

Hans Bosma ◽

Onno C.P. van Schayck ◽

Manuela A. Joore

Keyword(s):

Physical Activity ◽

Steady State ◽

Primary School ◽

Relative Effectiveness ◽

First Year ◽

Lifestyle Interventions ◽

Stakeholder Perspectives ◽

School Based ◽

The Cost ◽

Cost Offsets

Abstract A uniform approach for costing school-based lifestyle interventions is currently lacking. The objective of this study was to develop a template for costing primary school-based lifestyle interventions and apply this to the costing of the “Healthy Primary School of the Future” (HPSF) and the “Physical Activity School” (PAS), which aim to improve physical activity and dietary behaviors. Cost-effectiveness studies were reviewed to identify the cost items. Societal costs were reflected by summing up the education, household and leisure, labor and social security, and health perspectives. Cost inputs for HPSF and PAS were obtained for the first year after implementation. In a scenario analysis, the costs were explored for a hypothetical steady state. From a societal perspective, the per child costs were €2.7/$3.3 (HPSF) and €− 0.3/$− 0.4 (PAS) per day during the first year after implementation, and €1.0/$1.2 and €− 1.3/$− 1.6 in a steady state, respectively (2016 prices). The highest costs were incurred by the education perspective (first year: €8.7/$10.6 (HPSF) and €4.0/$4.9 (PAS); steady state: €6.1/$7.4 (HPSF) and €2.1/$2.6 (PAS)), whereas most of the cost offsets were received by the household and leisure perspective (first year: €− 6.0/$− 7.3 (HPSF) and €− 4.4/$− 5.4 (PAS); steady state: €− 5.0/$− 6.1 (HPSF) and €− 3.4/$− 4.1 (PAS)). The template proved helpful for costing HPSF and PAS from various stakeholder perspectives. The costs for the education sector were fully (PAS) and almost fully (HPSF) compensated by the savings within the household sector. Whether the additional costs of HPSF over PAS represent value for money will depend on their relative effectiveness.

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Objectively Determined Physical Activity Levels in German Primary School Children after a One Year School-based Health Promoting Intervention

Journal of Childhood Obesity ◽

10.21767/2572-5394.100029 ◽

2017 ◽

Vol 2 (2) ◽

Author(s):

Susanne Kobel ◽

Sarah Kettner ◽

Jens Dreyhaupt ◽

Jurgen M. Steinacker

Keyword(s):

Physical Activity ◽

Primary School ◽

School Children ◽

Primary School Children ◽

Activity Levels ◽

School Based ◽

Physical Activity Levels ◽

Health Promoting ◽

One Year

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The Effects of the Healthy Primary School of the Future on Children’s Fruit and Vegetable Preferences, Familiarity and Intake

Nutrients ◽

10.3390/nu13093241 ◽

2021 ◽

Vol 13 (9) ◽

pp. 3241

Author(s):

Marla T. H. Hahnraths ◽

Maartje Willeboordse ◽

Patricia van Assema ◽

Bjorn Winkens ◽

Constant P. van Schayck

Keyword(s):

Physical Activity ◽

Primary School ◽

Mere Exposure ◽

Fruit And Vegetable ◽

School Based ◽

Widespread Implementation ◽

The Future ◽

Quasi Experimental ◽

Taste Exposure ◽

One Year

Mere exposure is an often-described strategy to increase children’s food familiarity, preferences, and intake. Research investigating this method in less controlled settings is scarce. This study investigates the effects of repeated fruit and vegetable (FV) exposure through the Healthy Primary School of the Future (HPSF) on children’s FV familiarity, preferences, and intake. The study had a longitudinal quasi-experimental design comparing two full HPSFs (focus: nutrition and physical activity) with two partial HPSFs (focus: physical activity) in the Netherlands. Annual measurements (child-reported questionnaires) were conducted during 2015–2019 in 833 7–12-year-old children. The study was registered on ClinicalTrials.gov (NCT02800616). After correction for baseline, full HPSFs had, on average, a lower number of unfamiliar vegetable items after one (effect size (ES) = −0.28) and three years (ES = −0.35) and a higher number of disliked vegetable items after one year (ES = 0.24) than partial HPSFs. Unfavorable intervention effects were observed for fruit intake after one (odds ratio (OR) = 0.609) and four years (OR = 0.451). Repeated FV exposure had limited effects on children’s FV familiarity, preferences, and intake, likely due to insufficient taste exposure. Considering the widespread implementation of school-based mere exposure efforts, it is highly relevant to further investigate under which circumstances mere exposure effectively contributes to improvements in (determinants of) FV intake.

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Implementing a school-based physical activity program: process evaluation and impact on teachers’ confidence, perceived barriers and self-perceptions

Physical Education and Sport Pedagogy ◽

10.1080/17408989.2019.1571182 ◽

2019 ◽

Vol 24 (3) ◽

pp. 233-248 ◽

Cited By ~ 2

Author(s):

Sarah G. Kennedy ◽

Louisa R. Peralta ◽

David R. Lubans ◽

Lawrence Foweather ◽

Jordan J. Smith

Keyword(s):

Physical Activity ◽

Process Evaluation ◽

Perceived Barriers ◽

Physical Activity Program ◽

Self Perceptions ◽

School Based ◽

Activity Program

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A Process Evaluation of an Outreach Physical Activity Program in an Inner-City Primary School

Journal of Physical Activity and Health ◽

10.1123/jpah.8.s2.s239 ◽

2011 ◽

Vol 8 (s2) ◽

pp. S239-S248 ◽

Cited By ~ 2

Author(s):

Afroditi Stathi ◽

Simon J. Sebire

Keyword(s):

Physical Activity ◽

Inner City ◽

Primary School ◽

Process Evaluation ◽

Service Providers ◽

Third Sector ◽

Well Being ◽

Case Study Methodology ◽

Inner City Schools ◽

City Schools

Background:Inner-city schools experience substantial difficulties in providing sufficient physical activity opportunities for their pupils. This study evaluated the Y-Active, an outreach physical activity and well-being program delivered in an inner-city primary school in London, UK by a third-sector partner.Methods:A process evaluation focusing on perceived effectiveness and implementation issues was conducted using qualitative case-study methodology. Semistructured interviews and focus groups were conducted with Year 5 and Year 6 pupils (N = 17, age range = 9 to 11 years), Y-Active sports leaders (N = 4), the school head teacher, class teachers (N = 2), and the Y-Active administrator. Transcripts were thematically analyzed and multiple informant and analyst triangulation performed.Results:The Y-Active leaders created a positive learning environment supporting autonomy, balancing discipline and structure and providing self-referenced feedback, excellence in tuition and a strong focus on fun and praise. Pupils reported improvements in self-confidence and competence, self-discipline and interpersonal relationships. School staff and Y-Active leaders highlighted that their partnership was built on trust, top-down leadership support and open lines of communication between the provider and the school.Conclusions:Collaboration between third sector service providers and inner-city schools represents a promising means of increasing children’s physical activity and well-being.

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