A Mixed-Methods Comparison of Classroom Context during Food, Health & Choices, a Childhood Obesity Prevention Intervention
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| Title: | A Mixed-Methods Comparison of Classroom Context during Food, Health & Choices, a Childhood Obesity Prevention Intervention |
|---|---|
| Language: | English |
| Authors: | Burgermaster, Marissa (ORCID |
| Source: | Journal of School Health. Nov 2017 87(11):811-822. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2017 |
| Sponsoring Agency: | National Institutes of Health (DHHS) National Heart, Lung, and Blood Institute (DHHS/NIH) |
| Contract Number: | 20108521520661 HL007343 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 5 |
| Descriptors: | Mixed Methods Research, Comparative Analysis, Obesity, Child Health, Prevention, Intervention, Health Promotion, Grade 5, Multivariate Analysis, Pretests Posttests, Student Attitudes, Elementary School Teachers, Nutrition |
| DOI: | 10.1111/josh.12556 |
| ISSN: | 0022-4391 |
| Abstract: | Background: Schools are frequent settings for childhood obesity prevention; however, intervention results are mixed. Classroom context may hold important clues to improving these interventions. Methods: We used mixed methods to examine classroom context during a curriculum intervention taught by trained instructors in fifth grade classrooms. We identified classrooms with high and low buy-in using cluster analysis and compared intervention delivery and reception, student energy balance-related behavior, and student perceptions about supports and barriers to energy balance. Results: Delivery and reception did not differ between the groups. Between-group differences in unhealthy behaviors were smaller at posttest, due to improvement in low buy-in classes. Although student perceptions of supports and barriers to energy balance were similar across groups, students in high buy-in classes indicated food preferences as a support while students in low buy-in classes indicated food preferences as a barrier. Neighborhood environment emerged as a universal barrier. Conclusions: Trained instructors may improve intervention delivery and reception regardless of classroom context. Social norms could explain high levels of unhealthy behavior in low buy-in classes at baseline; improvement at posttest suggests that the curriculum may have motivated change. All children need more strategies and supportive policies to overcome a challenging food environment. |
| Abstractor: | As Provided |
| Entry Date: | 2017 |
| Accession Number: | EJ1157051 |
| Database: | ERIC |
| Abstract: | Background: Schools are frequent settings for childhood obesity prevention; however, intervention results are mixed. Classroom context may hold important clues to improving these interventions. Methods: We used mixed methods to examine classroom context during a curriculum intervention taught by trained instructors in fifth grade classrooms. We identified classrooms with high and low buy-in using cluster analysis and compared intervention delivery and reception, student energy balance-related behavior, and student perceptions about supports and barriers to energy balance. Results: Delivery and reception did not differ between the groups. Between-group differences in unhealthy behaviors were smaller at posttest, due to improvement in low buy-in classes. Although student perceptions of supports and barriers to energy balance were similar across groups, students in high buy-in classes indicated food preferences as a support while students in low buy-in classes indicated food preferences as a barrier. Neighborhood environment emerged as a universal barrier. Conclusions: Trained instructors may improve intervention delivery and reception regardless of classroom context. Social norms could explain high levels of unhealthy behavior in low buy-in classes at baseline; improvement at posttest suggests that the curriculum may have motivated change. All children need more strategies and supportive policies to overcome a challenging food environment. |
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| ISSN: | 0022-4391 |
| DOI: | 10.1111/josh.12556 |
