Noncomprehensive and Intermittent Obesity‐Related School Programs and Policies May Not Work: Evidence from the COMPASS Study

Laxer, Rachel E.; Dubin, Joel A.; Brownson, Ross C.; Cooke, Martin; Chaurasia, Ashok; Leatherdale, Scott T.

doi:10.1111/josh.12820

Cited by 4 publications

(2 citation statements)

References 42 publications

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“…Results obtained on these approaches are variable. Though usually favourable in the short term, they fail to modify behaviours effectively [8,9].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Problem-Based Learning Experiences Addressed to Health Promotion in the Fourth Grade of Primary School

Mederer-Hengstl,

Núñez-Delgado,

Bueno-Cavanillas

2024

Preprint

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The global issues of overweight and sedentary lifestyles demand comprehensive responses from health systems, yet health education still needs to be more cohesive and less sporadic. This study focuses on primary school children as a specific target for instilling healthy habits, employing ac-tive learning strategies to address healthy diet and physical activity. Through Problem-Based Learning projects, the study engaged fourth-grade primary students in acquiring healthy habits. The study was carried out over four consecutive years at a school with two lines, allowing the employment of an opportunity sample and evaluating intervention and control groups by com-paring their corresponding scores. Control groups integrated a total of 54 students, while the in-tervention group included a total of 159 students. A pre-test and post-test questionnaire were used for data collection. Evaluation differential scores revealed statistically significant higher scores in the intervention groups: 3.62 points in control groups and 6,94 in intervention groups, particu-larly in attitudinal competences. These strategies not only facilitated the development of crucial skills such as information search, synthesis, representation, analysis, decision-making, teamwork, and intrapersonal awareness but also significantly broadened the knowledge acquired in aspects related to healthy habits. This approach proved effective in helping children comprehend the im-portance of healthy choices and encouraged integrating such habits into their daily lives.

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“…Results obtained on these approaches are variable. Though usually favourable in the short term, they fail to modify behaviours effectively [8,9].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Problem-Based Learning Experiences Addressed to Health Promotion in the Fourth Grade of Primary School

Mederer-Hengstl,

Núñez-Delgado,

Bueno-Cavanillas

2024

Preprint

View full text Add to dashboard Cite

show abstract

“…Open access the population level, predominantly because the environmental context remains unchanged. 11 A WHO review concluded 'Environmental interventions targeting the built environment, policies that reduce barriers to physical activity, transport policies and policies to increase space for recreational activity have been demonstrated to be effective.' 12 There is widespread agreement that built environments can promote or hinder health behaviours and outcomes, and evidence exists for specific environmental features of importance.…”

Section: Introductionmentioning

confidence: 99%

Understanding children’s perceptions of, and priorities for, healthy neighbourhoods in Aotearoa New Zealand: study protocol for a cross-sectional study

et al. 2021

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IntroductionNeighbourhood environments can have significant and enduring impacts on children’s physical, psychological and social health. Environments can impact health through promoting or hindering physical activity, active travel, and healthy eating in addition to opportunities for social interaction, cognitive development, rest and relaxation. There is a paucity of research that has examined neighbourhood and health priorities, strengths and needs from the perspectives of the community, and even less that has focused on the perspectives of children within communities. The aim of this article is to describe the research protocol for a project to gather child-identified needs and strengths-based solutions for promoting child health and well-being in urban neighbourhood environments.Methods and analysisThis participatory research project is designed to partner with children in school settings in Tāmaki Makaurau Auckland and Ōtepoti Dunedin, Aotearoa New Zealand. An abundant communities approach will be used with children to identify needs and strengths related to neighbourhoods and health. Specific methods including collaborative, creative, play-based methods such as concept-mapping activities and co-creation of final dissemination material on the key messages are described. Plans for researcher reflections, data analysis and dissemination are also detailed.Ethics and disseminationThis research has been approved by the University of Auckland Human Participants Ethics Committee. Results will be disseminated through child and researcher co-created output, a technical report and academic journal articles. By using evidence-based child-centred approaches to knowledge generation, we anticipate the research will generate new localised insights about children’s preferences and needs for healthy neighbourhoods which will be shared with stakeholders in planning and practice. The detailed session protocol including critical researcher reflections is shared in this manuscript for application, development and refinement in future research.

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The User-Program Interaction: How Teacher Experience Shapes the Relationship Between Intervention Packaging and Fidelity to a State-Adopted Health Curriculum

et al. 2020

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Noncomprehensive and Intermittent Obesity‐Related School Programs and Policies May Not Work: Evidence from the COMPASS Study

Cited by 4 publications

References 42 publications

Evaluation of Problem-Based Learning Experiences Addressed to Health Promotion in the Fourth Grade of Primary School

Evaluation of Problem-Based Learning Experiences Addressed to Health Promotion in the Fourth Grade of Primary School

Understanding children’s perceptions of, and priorities for, healthy neighbourhoods in Aotearoa New Zealand: study protocol for a cross-sectional study

The User-Program Interaction: How Teacher Experience Shapes the Relationship Between Intervention Packaging and Fidelity to a State-Adopted Health Curriculum

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