Using Theory to Develop Healthy Choices in Motion, a Comprehensive, Experiential Physical Activity Curriculum

Abstract

Background: Research has shown that engaging in regular physical activity supports physiologic, metabolic, and immunologic processes, as well as quality of life. However, few youth in the United States meet the U.S. Department of Health and Human Services recommendation of 60 min of moderate-to-vigorous physical activity every day. School-based programs can be an effective avenue for engaging youth in physical activity, particularly when the design of the health education is based on theory, research, and practice. The purpose of this study was to design, implement, and evaluate a theory-driven physical activity curriculum for the Shaping Healthy Choices Program (SHCP) using a systematic approach. Methods: The experiential, inquiry-based physical activity curriculum, Healthy Choices in Motion (HCIM), was developed with an optional technology enhancement using Backward Design. A questionnaire to assess the curriculum's effect on physical activity knowledge was developed and assessed for content validity, internal consistency (α = 0.84), and test-retest reliability (r = 0.73). The curriculum was piloted in two phases among upper elementary-aged youth: to ensure the learning goals were met (Pilot I) and to determine the curriculum's impact on physical activity knowledge, behavior, and self-efficacy (Pilot II). Pilot II was implemented among eight 4th and 5th-grade classrooms participating in the UC CalFresh Nutrition Education Program: (1) Comparison (no intervention) (n = 25); (2) SHCP only (n = 22); (3) SHCP + HCIM (n = 42); (4) SHCP + HCIM with technology enhancement (n = 47). Analyses included unadjusted ANOVA and Bonferroni for multiple comparisons and paired t-test (p < 0.05). Results: Through the use of a methodical design approach, a comprehensive physical activity curriculum, called HCIM, was developed. Youth participating in HCIM improved physical activity knowledge compared to youth receiving no intervention (+2.8 points, p = 0.009) and youth only in the SHCP (+3.0 points, p = 0.007). Youth participating in Fetter et al. Development of Healthy Choices in Motion HCIM with technology enhancement demonstrated improvements compared to youth only in the SHCP (+2.3 points, p = 0.05). Conclusion: Improvements in physical activity knowledge in youth participating in HCIM may contribute to improvements in physical activity and should be further explored in conjunction with behavioral measurements.

The Influence of Gain-Framed and Loss-Framed Health Messages on Nutrition and Physical Activity Knowledge

“…The SHCP, with the addition of the comprehensive physical activity curriculum, called Healthy Choices in Motion , was implemented by one educator in all 8 classrooms during the 2016-2017 academic year among fourth-grade youth. 18 The components of the SHCP are reported elsewhere in a research methods article. 21 Of the 8 classrooms, 3 classrooms were selected to be in the gain-framed message group and 3 classrooms were selected to be in the loss-framed message group.…”

“…[14][15][16][17] Following the initial SHCP pilot intervention, a comprehensive, 5-lesson physical activity curriculum was developed to enhance the physical activity portion of the program. 18 To enhance the effects of the physical activity curriculum, the researchers proposed that supplemental health messages focusing on physical activity could further support the beneficial outcomes from the program, including knowledge, behavior, and self-efficacy with regard to being physically active. The objectives of the current 9-month quasi-experimental study were to (1) improve nutrition and physical activity knowledge and (2) examine the impact of gain-and loss-framed health messages on related health outcomes in fourth-grade youth participating in the SHCP.…”

Training to Teach: Exploring the Feasibility of Service-Learning Projects to Prepare Undergraduate Learners to Be Community Health Educators

“…In the second presentation, the lesson reviewer presented a peer's activity to the full group. This allowed the lead lesson developer to observe the activity and determine if their directions were clear enough to be followed with fidelity to achieve the learning objective [28,38,39]. Lastly, the final presentations were delivered by the lesson author and submitted.…”

Connecting Undergraduates and Adolescents through Food Literacy: Development of a Cross-age Teaching, Service-Learning Internship

“…In the second presentation, the reviewer presented the lead's lesson to the full group. This allowed the lead developer to observe the lesson and determine if their directions were clear enough to be followed with fidelity and if the learning objective was achieved (Fetter et al, 2020;L. D. Ruiz et al, 2021;Wiggins et al, 2005).…”