Impact of a School-Based Pediatric Obesity Prevention Program Facilitated by Health Professionals
Assistant Professor, (), Department of Pediatrics-Nutrition, Baylor College of Medicine, Children's Nutrition Research Center, PO Box 6655, Travis Street, Suite 320, Houston, TX 77030. Journal of School Health
(Impact Factor: 1.43).
03/2013; 83(3):171-81. DOI: 10.1111/josh.12013
This study evaluated a school-based obesity intervention for elementary school children (N = 835) where health professionals assisted teachers with the integration of healthy messages into the school curriculum.
Schools were randomized into a professional-facilitated intervention (PFI; N = 4) or a self-help (SH; N = 3) condition. Changes in weight-based outcomes were assessed in students enrolled in the second grade from all 7 schools (overall: N = 835 students; PFI: N = 509 students, SH: N = 326 students). Students were between ages 7 and 9 and from diverse ethnic backgrounds (Asian = 25.3%, Black = 23.3%, Hispanic = 23.1%, White = 28.3%). The sample included 321 overweight/obese (BMI ≥ 85th percentile), 477 normal-weight (BMI ≥ 5th percentile and <85th percentile), and 37 underweight (BMI < 5th percentile) students.
After 2 years, children who were overweight/obese in the PFI condition significantly reduced their standardized BMI (zBMI) compared to children in the SH condition (Wald χ(2) = 28.7, p < .001). End-of-year grades decreased for overweight/obese students in both conditions; however, students in the PFI exhibited a smaller decrease in grades compared to the SH condition (Wald χ(2) = 80.3, p < .001).
The results indicate that an obesity prevention program where health professionals assist teachers by integrating healthy messages into existing curriculum was effective in reducing zBMI compared to the SH condition.
Figures in this publication
Available from: Manoj Sharma
- "Decrease BMI between baseline and post-intervention: Cnt.: OW = 6.8 %, Tx. = 2.1% (p = .27) Johnston et al. 2013  zBMI, academic outcomes Ht., wt., year-end final grades, GPA "
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The issue of childhood overweight and obesity has become a global public health crisis. School-based interventions have been developed and implemented to combat this growing concern. The purpose of this review is to compare and contrast U.S. and international school-based obesity prevention interventions and highlight efficacious strategies.
A systematic literature review was conducted utilizing five relevant databases. Inclusion criteria were: (1) primary research; (2) overweight or obesity prevention interventions; (3) school-based; (4) studies published between 1 January 2002 through 31 December 2013; (5) published in the English language; (6) child-based interventions, which could include parents; and (7) studies that reported outcome data.
A total of 20 interventions met the inclusion criteria. Ten interventions each were implemented in the U.S. and internationally. International interventions only targeted elementary-aged students, were less likely to target low-income populations, and were less likely to be implemented for two or more years in duration. However, they were more likely to integrate an environmental component when compared to U.S. interventions.
Interventions implemented in the U.S. and internationally resulted in successful outcomes, including positive changes in student BMI. Yet, varying approaches were used to achieve success, reinforcing the fact that a one-size-fits-all approach is not necessary to impact childhood obesity. However, building on successful interventions, future school-based obesity prevention interventions should integrate culturally specific intervention strategies, aim to incorporate an environmental component, and include parents whenever possible. Consideration should be given to the potential impact of long-term, frequent dosage interventions, and subsequent follow-up should be given attention to determine long-term efficacy.
International Journal of Environmental Research and Public Health 09/2014; 11(9):8940-8961. DOI:10.3390/ijerph110908940 · 2.06 Impact Factor
Available from: Virginia Carraway-Stage
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ABSTRACT: Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand-on, food-based activities may strengthen students’ understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. Previous studies have shown that students experiencing the FoodMASTER curriculum were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. The purpose of this study was to: (1) assess 4th graders food-related multidisciplinary science knowledge, and (2) compare gains in food-related science knowledge after implementation of an integrated, food-based curriculum. During the 2009–2010 school year, FoodMASTER researchers implemented a hands-on, food-based intermediate curriculum in eighteen 4th grade classrooms in Ohio (n = 9) and North Carolina (n = 9). Sixteen classrooms in Ohio (n = 8) and North Carolina (n = 8), following their standard science curricula, served as comparison classrooms. Students completed a researcher-developed science knowledge exam, consisting of 13 multiple-choice questions administered pre- and post-test. Only subjects with pre- and post-test scores were entered into the sample (Intervention n = 343; Control n = 237). No significant differences were observed between groups at pre-test. At post-test, the intervention group scored (9.95 ± 2.00) significantly higher (p = 0.000) than the control group (8.84 ± 2.37) on a 13-point scale. These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum in increasing students’ multidisciplinary science knowledge related to food.
Journal of Food Science Education 09/2013; 12(4). DOI:10.1111/1541-4329.12016
Available from: Syed Arif Kamal
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ABSTRACT: This paper initiates discussion and critique of teaching and curriculum relating to English and Pakistani primary-school-physical-education practices and their implications on school health. In most English primary schools, PE is coeducational. Students do athletics, dance, games, gymnastics and swimming. Majority has PE kit, but a significant minority has students undress to underwear. In Pakistan, most public sector schools have single-gender PE, which is not the case in private schools. Main activities include games and athletics. On PE days, students wear PE kit. They attend classes in the same outfit. We recommend gender-segregated PE starting from class one after clearing pre-participation-head-to-toe-physical examination. End-of-the-term evaluation should integrate unclothed-physical examination with fitness testing. Tests should evaluate health-as well as skill-related fitness. Developmentally appropriate curricula should consist of guarded-graduated training routines, enhancing body image. Students must wear activity-appropriate clothing and shoes. Gymnastics should be done barefoot with boys stripped-to-waist in briefs or figure hugging half-pants, covering knees; girls stripped-to-waist in panties (knickers) or leotard (with stockings, if desired). Exercises and diet-plans to increase height and reduce/gain weight are suggested. Health issues taken up are obesity due to inactivity, vitamin-D deficiency owing to reduced exposure of skin to sunshine and bone damage attributed to wet clothing worn. Remedial measures are proposed. BMI: Body-mass index NGDS: National Growth and Developmental Standards for the Pakistani Children PE: Physical education PPE: Primary-physical education SF: Syed Firdous SGPP: Sibling Growth Pilot Project — a subproject of the NGDS Pilot Project
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