Utilizing Physical Activity Coordinators to Increase Physical Activity Among Youth

描述(申请人提供)：美国各地的儿童缺乏足够的体力活动。作为回应，已经制定和测试了许多体力活动(PA)干预措施，其中大多数是在学校环境中进行的。不幸的是，这些对儿童PA的影响是有限的，如果有的话。我们认为，这种效果的缺乏源于学校一级缺乏量身定做，以及由此导致的体制化不足。为了解决后一种情况，我们认为，重要的是利用现有资源和利用现有政策。南卡罗来纳州已经设立了“体育活动协调员”的角色，在学生中推广体育锻炼，包括在上学期间和课外。学校PA协调员有巨大的潜力通过确定和实施学校特定的方法来增加学生的PA，这些方法利用社区资源在整个上学日增加PA。然而，虽然这些职位是由州法律授权的，但担任这些职位的个人往往缺乏培训和支持，无法最大限度地发挥其影响力。我们相信，通过适当的培训和适度的课程资源，PA协调员可以对学生的PA水平产生重大影响。因此，这项研究将：1)为PA协调员开发培训和资源；2)使PA协调员能够制定和实施循证做法，以促进小学生在整个上学期间促进PA。目的：确定经过适当培训和配备的学校PA协调员在小学生中推广PA的可接受性、可行性和有效性。目标1：为巴勒斯坦权力机构协调员开发和试行标准化培训课程和资源工具包。目标2：确定PA协调员培训以及随后在小学环境中实施循证干预措施的可接受性/可行性。目标3：确定经过适当培训和配备的PA协调员在促进小学生PA客观测量方面的有效性。研究设计：在第一年，我们将为PA协调员开发培训课程和实施模式。在第二年，我们将随机挑选四所学校接受PA协调员培训(n=2)或继续标准做法(n=2)。将进行全面的过程和影响评估，以确定干预措施的可接受性、影响实施保真度/剂量的因素，以及PA协调员通过加速度计增加儿童体力活动的有效性。

DESCRIPTION (provided by applicant): Children across the United States are insufficiently physically active. In response, numerous physical activity (PA) interventions have been developed and tested, the majority within the school setting. Unfortunately, these have resulted in limited, if any impact on children's PA. We feel that this absence of effect stems from a lack o tailoring at the school level and a resulting lack in institutionalization. To address the latter isue, we feel that it is important to leverage existing resources and capitalize on existing policies. Th state of South Carolina has instituted the role of "Physical Activity Coordinators" to promote PA among students across and beyond the school day. School PA Coordinators have enormous potential to increase PA among students by identifying and implementing school-specific approaches that leverage community resources to increase PA across the school day. However, while these positions are mandated by state law, the individuals in these positions often lack the training and support to maximize their impact. We believe PA Coordinators can have substantial impact on student's PA level with proper training and provision of modest curricular resources. Therefore, this study would: 1) develop training and resources for PA Coordinators that would, 2) enable the PA Coordinators to develop and implement evidence based practices for the promotion of PA in elementary school children across the school day. Goal: To determine the acceptability, feasibility, and effectiveness of properly trained and equipped school PA Coordinators to promote PA in elementary schoolchildren. AIM 1: Develop and pilot-test a standardized training course and resource toolkit for PA Coordinators. AIM 2: Determine the acceptability/feasibility of the PA coordinator training and the subsequent implementation of evidence-based interventions in an elementary school setting. AIM 3: Determine the effectiveness of properly trained and equipped PA Coordinators to promote objectively measured PA in elementary school youth. Study design: In year one, we will develop a training curriculum and implementation model for PA Coordinators. In year two, we will randomize four schools to receive the PA Coordinator training (n=2) or continue standard practice (n=2). A comprehensive process and impact evaluation will be conducted to determine acceptability of the intervention, factors influencing implementation fidelity/dose, and the effectiveness of the PA Coordinators to increase physical activity measured via accelerometry in children.