Measuring Implementation of School Programs and Policies to Promote Healthy Eating and Physical Activity among Youth

McGraw, Sarah; Sellers, Deborah E.; Stone, Elaine J.; Resnicow, Ken; Kuester, Sarah; Fridinger, Fred; Wechsler, Howell

doi:10.1006/pmed.2000.0648

Cited by 77 publications

(53 citation statements)

References 61 publications

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“…(McGraw et al, 2000;Wechsler et al, 2001;French et al, 2002;Jiménez-Cruz et al, 2002). Schools should provide a supportive environment in which healthy food choices can be made .…”

Section: Introductionmentioning

confidence: 99%

School food policy at primary and secondary schools in Belgium-Flanders: does it influence young people's food habits?

2004

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Objective: To describe the availability of food items at primary and secondary schools in Belgium-Flanders and to examine the influence of school food policy (availability of food items, school food rules, nutrition education programmes) and aggregated school socioeconomical status (AGG SES) on the consumption of fruit, soft drinks, crisps and sweets, using multilevel modelling. Design, setting and subjects: In spring 2002, 360 schools were invited to participate in the Health Behaviour in School-aged Children survey. In January 2003, the same schools were asked to complete a short school policy questionnaire. Pupils of 197 schools participated in the pupil survey (n ¼ 16560); 247 school principals completed the school questionnaire; for 157 schools data were available for both (n ¼ 12 360). Results: Mineral water, fruit juice, chocolate milk, and soup were available in most schools. Whole fat milk was available in most primary schools; soft drinks, diet soft drinks and biscuits were available in most secondary schools. Fruit was available in 14% of primary and 26% of secondary schools. Assessment of the variation in the outcome variables revealed no significant betweenschool variation in primary schools, but considerable variation between secondary schools in the consumption of soft drinks, sweets and crisps (but not fruit). School characteristics explaining some of this school variance independent of pupil level characteristics were: for soft drinks: availability at the school, rules regarding the consumption of sweets and AGG SES; for sweets: AGG SES; and for crisps: rules regarding the consumption of savoury snacks and AGG SES. Conclusion:The results indicate that school food policy can have an impact on adolescents' food habits.

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“…(McGraw et al, 2000;Wechsler et al, 2001;French et al, 2002;Jiménez-Cruz et al, 2002). Schools should provide a supportive environment in which healthy food choices can be made .…”

Section: Introductionmentioning

confidence: 99%

School food policy at primary and secondary schools in Belgium-Flanders: does it influence young people's food habits?

2004

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“…También se estableció una meta relacionada con actividad física con una disminución importante del porcentaje de población sedentaria (medida en mayores de 15 años, ya que ese dato sólo se registra en ese grupo de población). Las intervenciones en promoción de la salud juegan un papel preponderante en la adquisición de hábitos de vida saludables por los niños 9 . Contar con un diagnóstico de las características de los escolares antes de formular una intervención es fundamental.…”

Section: Discussionunclassified

“…Esta incluyó niños a partir de los 10 años, ya que los estudios publicados fueron realizados con escolares mayores de esa edad. Se efectuó la comparación (promedios por edad y sexo) con dos estudios, el de Trujillo y cols 4 realizado en 1998 con 548 escolares de 10 a 17 años de Valparaíso y el de Castillo y cols 9 , efectuado en 1999 con escolares de 10 a 18 años de la V región. Se determinaron las diferencias por edad y sexo utilizando el test T para muestras independientes.…”

Section: Materials Y Métodounclassified

Estado nutricional y resistencia aeróbica en escolares de educación básica: línea base de un Proyecto de Promoción de la Salud

et al. 2004

Rev. méd. Chile

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“…Nach Dane und Schneider (1998) Allen, Philliber & Hoggson, 1990;Gottfredson et al, 1998;Hawkins, Abbott, Catalano, & Gilmore, 1991;Pentz et al, 1990) sowie objektivere Methoden wie Unterrichtsbeobachtungen (Hawkins, Catalano, Morrison, O'Donnell et al, 1992;McGraw et al, 2000;Resnicow et al, 1998;Rohrbach, Graham & Hansen, 1993 Allerdings besteht bei Selbstberichten der Implementierenden die Gefahr des "Overreporting" (McGraw et al, 2000), so dass das Ausmaß der Implementation überschätzt werden kann und auch weniger Varianz in den Antworten zu finden ist (Supovitz & May, 2004). Eine mögliche Ursache kann in der sozialen Erwünschtheit gesehen werden.…”

Section: Erfassung Und Analyse Der Implementationsgenauigkeitunclassified

Förderung sozialer Kompetenzen im Unterricht

Drössler

2007

Zeitschrift für Pädagogische Psychologie

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Zusammenfassungwere cooperative learning as well as strategies to improve the classroom climate (e.g. social rules, climate diagnostics). These strategies were taught in workshops attended by the teacher stuff of the participating schools. The teachers implemented the strategies in their regular classrooms and documented the implementation fidelity by a logbook. The intervention as well as the implementation was evaluated over a period of three years.The treatment efficacy was tested in a longitudinal study (3 assessment points) at 364 students from 8 schools with intervention and 198 students from 5 schools without intervention serving as control group. The targeted criteria in this evaluation were the development of social competence, social competence beliefs and class climate. Comparing the two groups the teacher-student-relationship decreased less drastically in the schools with intervention compared to the control group. Taking the teachers' documentation of the implementation fidelity into account results indicate that more frequent implementations of the strategies led to better development of the students' social competence, the teacher-student-relationship as well as student-student-relationship.Therefore, the results impressively demonstrate the relevance to assess the implementation fidelity in intervention trials. Data on implementation fidelity (exposure, adherence) enables more valid conclusions on the intervention's effectiveness. However, the project revealed difficulties to develop and to apply instruments to assess implementation fidelity, Therefore, in future research instruments for the evaluation of the implementation process have to be focused as well.iii Vorbemerkungen und Danksagung

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Measuring Implementation of School Programs and Policies to Promote Healthy Eating and Physical Activity among Youth

Cited by 77 publications

References 61 publications

School food policy at primary and secondary schools in Belgium-Flanders: does it influence young people's food habits?

School food policy at primary and secondary schools in Belgium-Flanders: does it influence young people's food habits?

Estado nutricional y resistencia aeróbica en escolares de educación básica: línea base de un Proyecto de Promoción de la Salud

Förderung sozialer Kompetenzen im Unterricht

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