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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 0000-0002-4891-3314), Koroly, Jenna, Contento, Isobel, Koch, Pamela, Gray, Heewon L.
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
FullText Text:
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  Data: A Mixed-Methods Comparison of Classroom Context during Food, Health & Choices, a Childhood Obesity Prevention Intervention
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  Data: <searchLink fieldCode="AR" term="%22Burgermaster%2C+Marissa%22">Burgermaster, Marissa</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4891-3314">0000-0002-4891-3314</externalLink>)<br /><searchLink fieldCode="AR" term="%22Koroly%2C+Jenna%22">Koroly, Jenna</searchLink><br /><searchLink fieldCode="AR" term="%22Contento%2C+Isobel%22">Contento, Isobel</searchLink><br /><searchLink fieldCode="AR" term="%22Koch%2C+Pamela%22">Koch, Pamela</searchLink><br /><searchLink fieldCode="AR" term="%22Gray%2C+Heewon+L%2E%22">Gray, Heewon L.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+School+Health%22"><i>Journal of School Health</i></searchLink>. Nov 2017 87(11):811-822.
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  Data: 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
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  Data: 12
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  Data: 10.1111/josh.12556
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  Data: 0022-4391
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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        Value: 10.1111/josh.12556
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Obesity
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      – SubjectFull: Nutrition
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