Pathways curriculum and family interventions to promote healthful eating and physical activity in American Indian schoolchildren
Pathways curriculum and family interventions to promote healthful eating and physical activity in American Indian schoolchildren
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DOI：
10.1016/j.ypmed.2003.08.011
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发表时间：
2003-12-01
影响因子：
5.1
通讯作者：
Stone, EJ
中科院分区：
文献类型：
--
作者：
Davis, SM;Clay, T;Stone, EJ
背景。 Pathways 是一项以学校为基础的多地点研究，旨在促进健康饮食和增加身体活动，是一项随机现场试验，包括来自 7 个美洲印第安人社区 41 所学校（21 所干预学校，20 所对照学校）的 1704 名美国印第安人三至五年级学生。方法。干预学校有四个综合组成部分：课堂课程、餐饮服务、体育活动和家庭模块。课程和家庭组成部分基于社会学习理论、美洲印第安人概念以及形成性研究的结果。过程评估数据来自教师 (n = 235)、学生 (n = 585) 和家庭。知识、态度和行为问卷数据收集自 1150 名学生，包括干预和对照。结果。根据五年级重复三、四年级测试项目的结果，与对照组学校相比，干预儿童的知识和文化认同显着增加，三年内知识保留显着。家庭成员参加家庭活动和带回家的活动，每年参与的人数越来越少。结论。文化上适当的学校干预措施可以促进美洲印第安儿童在知识、文化认同、自我报告的健康饮食和身体活动方面的积极变化，以及学校餐饮服务的环境变化。 (C) 2003 年美国健康基金会和爱思唯尔科学（美国）。版权所有。
Background. Pathways, a multisite school-based study aimed at promoting healthful eating and increasing physical activity, was a randomized field trial including 1704 American Indian third to fifth grade students from 41 schools (21 intervention, 20 controls) in seven American Indian communities.Methods. The intervention schools received four integrated components: a classroom curriculum, food service, physical activity, and family modules. The curriculum and family components were based on Social Learning Theory, American Indian concepts, and results from formative research. Process evaluation data were collected from teachers (n = 235), students (n = 585), and families. Knowledge, Attitudes, and Behavior Questionnaire data were collected from 1150 students including both intervention and controls.Results. There were significant increases in knowledge and cultural identity in children in intervention compared to control schools with a significant retention of knowledge over the 3 years, based on the results of repeating the third and fourth grade test items in the fifth grade. Family members participated in Family Events and take-home activities, with fewer participating each year.Conclusion. A culturally appropriate school intervention can promote positive changes in knowledge, cultural identity, and self-reported healthful eating and physical activity in American Indian children and environmental change in school food service. (C) 2003 American Health Foundation and Elsevier Science (USA). All rights reserved.