CSPAPs in Rural Settings

Kulinna, Pamela Hodges; Stylianou, Michalis; Lorenz, Kent A.; Mulhearn, Shannon C.; Taylor, Tom; Orme, Shawn; Everett, A. Gordon

doi:10.5040/9781718209091.ch-013

Cited by 2 publications

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“…30,31 Urban settings typically have built environments that are supportive of PA (i.e., sidewalks, recreational facilities) and access to resources (e.g., community agencies) that can support CSPAPs 57 while rural settings tend to have insufficient resources for providing CSPAPs and are understudied. 58 More research is needed, particularly in rural settings, to determine how to overcome barriers to CSPAP implementation across diverse settings. 58 Finally, most studies did not specify socio-economic status (SES), while 12 were conducted in low-income settings.…”

Section: Discussionmentioning

confidence: 99%

“…58 More research is needed, particularly in rural settings, to determine how to overcome barriers to CSPAP implementation across diverse settings. 58 Finally, most studies did not specify socio-economic status (SES), while 12 were conducted in low-income settings. The focus on lower SES schools is not surprising given that they are known for providing fewer school-wide PA opportunities and thus represent a high-need population.…”

Section: Discussionmentioning

confidence: 99%

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A Systematic Review of Multi-Component Comprehensive School Physical Activity Program (CSPAP) Interventions

et al. 2021

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Objective: To identify, review, and describe multicomponent physical activity (PA) interventions in terms of: (a) number and combination of Comprehensive School Physical Activity Program (CSPAP) components, (b) study characteristics, and (c) primary outcomes. Data Source: Five electronic databases (i.e., PubMed, PsychInfo, Physical Education Index, Sport Discus, and ERIC). Study Inclusion and Exclusion Criteria: Included articles were peer-reviewed, written in English language, published since 1987, and included multicomponent school-based interventions. Data Extraction: Data items extracted were: school level, setting, CSPAP component description, health outcomes, academic outcomes, main conclusion, and reference. Data Synthesis: Included articles were synthesized by: (1) CSPAP components utilized, and (2) research outcome measured (i.e., health or academic). Results: Across 32 studies, 11 included physical education plus 1 additional CSPAP component (PE + 1); 10 included PE + 2 additional CSPAP components; 8 included PE + 3 additional CSPAP components; and 1 included all 5 CSPAP components. Two other studies included 2 or 3 CSPAP components without PE. Most interventions targeted health outcomes (94%) rather than academic outcomes (6%). Conclusions: Multicomponent approaches aligned with CSPAPs are effective in promoting PA and other positive outcomes for youth in schools. Future research should seek to understand effects of CSPAP components on a variety of outcomes and settings.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A Systematic Review of Multi-Component Comprehensive School Physical Activity Program (CSPAP) Interventions

et al. 2021

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“…This information was used for program planning focused on nutrition lessons taught by classroom and Physical Education teachers and can be found in previously published work. 36,37…”

Section: Methodsmentioning

confidence: 99%

“…A more detailed overview of the project and reports about associated outcomes are available elsewhere (e.g., healthy behavior knowledge, physical activity, and social capital outcomes). 34-37 The project was approved by the University’s Institutional Review Board as well as the relevant school districts and principals. Student assent and parental /guardian written consent forms were also collected prior to data collection.…”

Section: Methodsmentioning

confidence: 99%

School and Home Contributions to Dietary Behaviors of Rural Youth

et al. 2022

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Purpose This study examined dietary behaviors of rural youth at school and at home and sociodemographic differences. Design A cross-sectional design was used. Setting The study took place in five rural schools in the Southwestern US. Sample Student participants (N = 751) were in 3rd-8th grades. Measures Consumption of fruits, vegetables, dairy, and soda/pop, at school and at home, were measured using a modified 7-day recall Youth Risk Behavior survey for nutrition instrument (CDC, 2011); Sociodemographic data. Analysis Descriptive statistics, frequency tables and MANCOVA were used. Results Following a natural log transformation of the dependent variables, there were significant multivariate effects in dietary behaviors across schools (Wilks’ λ = 0.962, F(16, 2539.4) = 2.05, P = 0.0082) and location (school v. home; Wilks’ λ = 0.849, F(4, 831) = 36.94, P < 0.0001). Follow-up tests showed students in some schools reported higher consumption of fruit, vegetable, and soda at home than school, although most reported consuming less than one serving per day of fruit, vegetables, and dairy across settings. There were no significant main effects for gender/grade/ethnicity across behaviors. Conclusions Findings highlight poor dietary behaviors of rural youth as well as school/home differences that can help inform efforts to support optimal dietary behaviors of this population. Results should be interpreted considering limitations of the self-report nature of collected data and missing data.

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CSPAPs in Rural Settings

Cited by 2 publications

References 0 publications

A Systematic Review of Multi-Component Comprehensive School Physical Activity Program (CSPAP) Interventions

A Systematic Review of Multi-Component Comprehensive School Physical Activity Program (CSPAP) Interventions

School and Home Contributions to Dietary Behaviors of Rural Youth

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