Effects of a Theory-Based Education Program to Prevent Overweightness in Primary School Children

Kocken, P.L.; Scholten, Anne-Marie; Westhoff, Ellen; Kok, Brenda de; Taal, Elisabeth; Goldbohm, R. Alexandra

doi:10.3390/nu8010012

Cited by 23 publications

(40 citation statements)

References 33 publications

(52 reference statements)

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“…Table 2 shows the descriptive characteristics and assessment of all three types of setting-based interventions, with Table 3 providing a summary of key characteristics of these setting-based interventions. Out of the total number of studies, seven were whole of community interventions [ 37 , 39 , 42 , 44 , 45 , 52 , 56 ], three were worksite-based interventions [ 34 , 36 , 43 ], and 23 were school-based interventions [ 24 – 33 , 35 , 38 , 40 , 41 , 46 – 51 , 53 – 55 ].…”

Section: Resultsmentioning

confidence: 99%

“…Nine of the school-based interventions were cluster randomised [ 26 , 30 , 35 , 38 , 41 , 46 , 47 , 49 , 53 ] and one used historical controls [ 29 ]. All other 13 studies were quasiexperimental [ 24 , 25 , 27 , 28 , 31 – 33 , 40 , 48 , 50 , 51 , 54 , 55 ].…”

Section: Resultsmentioning

confidence: 99%

“…Females accounted for 39.7% to 60.1% of participants in the school-based interventions, excluding one intervention which included 100% girls [ 55 ]. In 16 [ 24 , 25 , 27 – 30 , 32 , 38 , 40 , 41 , 48 , 50 , 51 , 53 – 55 ] out of the 23 interventions, there was no information for either education level or SES of the participants or the parents of participants. All school-based interventions measured BMI change for children and adolescents.…”

Section: Resultsmentioning

confidence: 99%

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Obesity Prevention: A Systematic Review of Setting-Based Interventions from Nordic Countries and the Netherlands

et al. 2018

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Aim Effective evidence-based interventions have an important role in obesity prevention. Our aim was to present a qualitative synthesis of setting-based health promotion interventions on obesity, from Nordic countries and the Netherlands. Methods A systematic review of the literature was completed for studies in the community, schools, and worksite, with BMI as an outcome. A descriptive analysis was completed for all full-text articles meeting the inclusion criteria. Results Thirty-three articles were identified: 7 whole of community, 3 worksite, and 23 school-based interventions. The studies were largely quasiexperimental in design (21/33), with follow-up from 4 months to 8 years. The explicit use of theory was not featured in many of the studies (20/33). No consistent direction for BMI change could be identified in the whole of community interventions (2/7 positive, 2/7 negative, and 3/7 no effect) and no effect for worksite (3/3 no effect) or many of the school-based interventions (1/23 negative, 4/23 positive, 15/23 no effect, 1/23 BMI significant increase only for control group and 3/23 no data available). Conclusions There is a need to prioritise interventions with study designs of high quality, theory, and a participatory approach, for optimal implementation and evaluation of obesity prevention interventions.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Obesity Prevention: A Systematic Review of Setting-Based Interventions from Nordic Countries and the Netherlands

et al. 2018

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“…Nine studies [33][34][35][36][37][38][39][40][41] were investigated the simultaneous impact of education, nutrition and physical activity interventions on weight loss and dietary modification and lifestyle. The results of the studies indicated that the probability of success of these interventions is greater if the multidisciplinary method is used.…”

Section: Discussionmentioning

confidence: 99%

A review of effective interventions for reducing and controlling obesity in primary school children

Dolati

Namiranian

Abdollahi

et al. 2020

The European Research Journal

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Objectives: The prevalence of obesity has been doubled among children over the past 10 years, which will result in an obese population and its complications in near future. This situation can impose great costs on the health system and community for treating those obese people. The purpose of this review is to examine the effective strategies for reducing and controlling obesity in primary school students. Methods: This review was conducted in August and September 2017. Our goal was to review the related articles in the authorized databases, including Scientific Information Center (SIC), Scholar Google, Scopus, and PubMed, from 2000 onward, by two researchers, considering language constraint (only English articles with full text were accepted). Out of 104,658 articles, 15 articles were excluded due to the lack of full text, and finally 25 articles were selected. Results: The results of the existing studies showed that through involving parents, schools officials and continuous supporting measures like prohibition of long-term food advertising in television programs, all three educational, nutritional and physical activity interventions can help in controlling and reducing obesity. Conclusions: To succeed in reducing and controlling obesity among students, especially primary school ones, the approaches and interventions should be implemented in three levels: home, school, and community.

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“…At the same time, the development of technology in western societies is contributing to a growing sedentary lifestyle associated with various illnesses that are not only linked to the adult population (diabetes, high blood pressure, sleep disorders or arthritis, among others), but are also now present in the child and adolescent populations (Chacón, Zurita, Castro, Espejo, Martínez‐Martínez & Linares, 2016; Galíndez & Carmona, 2016). In this regard, awareness of the benefits that physical activity and sport can provide at the physical, psychological, and social level (American College of Sports Medicine, 2000), research‐based knowledge indicates that an active lifestyle should be adopted before reaching adolescence, since this stage is considered a critical period associated with individuals’ adherence and commitment to doing physical activity and sport (Kocken, Scholten, Westhoff, De Kok, Taal & Goldbohm, 2016; Wood & Hall, 2015).…”

mentioning

confidence: 99%

Effect of autonomy support and dialogic learning on school children’s physical activity and sport

Hernández

Fabra

Moreno‐Murcia

2020

Scandinavian J Psychology

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Hu escar Hern andez, E., Andr es Fabra, J. A. & Moreno-Murcia, J. A. (2020). Effect of autonomy support and dialogic learning on school children's physical activity and sport. Scandinavian Journal of Psychology, 61, 402-409.This study applies an intervention based on autonomy support through dialogic learning to examine effects on motivation and the promotion of physical activity and sport involvement during schoolchildren's leisure time. One hundred and two primary school students, aged 11-13 years, participated (M = 10.93, SD = 0.75). The sample was divided into two groups: an experimental group (49 students) and a control group (53 students). A quasiexperimental study was conducted in physical education classes over the course of 9 months. Assessments of autonomy support from teachers, family, and peers; basic psychological needs; self-determined motivation in physical education and during leisure time; planned behavior variables; physical activity intention; and estimated and actual physical exercise behavior time were included in the model. Following the intervention, the results revealed that greater autonomy support by the teacher, the family and peers, satisfaction of the basic psychological needs, self-determined motivation during physical education class and during free time, greater perceived control, favorable attitude and intention to engage in physical activity contributed to the explanation of student physical activity involvement. These results suggest that when students receive extensive social support from diverse social agents that essential precursors to physical activity are strengthened and contribute to increased motivation and actual physical activity involvement. Efforts to promote effective communications with students and other pedagogical efforts, such as providing dialogic learning opportunities, should be considered in order to strengthen physical activity motivation and involvement in students.

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Effects of a Theory-Based Education Program to Prevent Overweightness in Primary School Children

Cited by 23 publications

References 33 publications

Obesity Prevention: A Systematic Review of Setting-Based Interventions from Nordic Countries and the Netherlands

Obesity Prevention: A Systematic Review of Setting-Based Interventions from Nordic Countries and the Netherlands

A review of effective interventions for reducing and controlling obesity in primary school children

Effect of autonomy support and dialogic learning on school children’s physical activity and sport

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