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Machado SS, Brewster AL, Shapiro VB, Ritchie LD, Magee KS, Madsen KA. Implementation Leadership in School Nutrition: A Qualitative Study. JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2022; 54:56-64. [PMID: 34728165 DOI: 10.1016/j.jneb.2021.08.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/04/2021] [Revised: 08/16/2021] [Accepted: 08/18/2021] [Indexed: 06/13/2023]
Abstract
OBJECTIVE This paper identifies implementation leadership characteristics in the school nutrition setting and places findings in the context of implementation leadership literature. METHODS Fourteen interviews were conducted with school district leadership/staff in an urban school district. Modified grounded theory was employed. RESULTS Four themes emerged: (1) understanding of technical/operational intervention details; (2) ability to proactively develop and communicate plans; (3) supervisory oversight; and (4) intervention framing. Themes were consistent with 4 of the 5 dimensions comprising the Implementation Leadership Scale: knowledgeable, proactive, perseverant, and distributed leadership. The supportive domain was not a major finding. An additional domain, how leaders message the intervention to staff, was identified. CONCLUSIONS AND IMPLICATIONS Implementation leadership in school nutrition appears similar, but not identical, to leader behaviors present in the Implementation Leadership Scale. School nutrition leaders might consider involving staff early in implementation planning, incorporating technical expertise, and clearly communicating the intervention purpose to support successful implementation. Future research might explore the interplay between leadership and implementation outcomes.
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Affiliation(s)
- Stephanie S Machado
- Department of Public Health and Health Services Administration, California State University, Chico, CA; Stephanie Machado was at UC Berkeley in the School of Public Health during the study..
| | - Amanda L Brewster
- School of Public Health, University of California, Berkeley, Berkeley, CA
| | - Valerie B Shapiro
- School of Social Welfare, University of California Berkeley, Berkeley, CA
| | - Lorrene D Ritchie
- Nutrition Policy Institute, Division of Agriculture and Natural Resources, University of California, Oakland, CA
| | - Kiran S Magee
- School of Public Health, University of California, Berkeley, Berkeley, CA
| | - Kristine A Madsen
- School of Public Health, University of California, Berkeley, Berkeley, CA
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Dunton GF, Do B, Wang SD. Early effects of the COVID-19 pandemic on physical activity and sedentary behavior in children living in the U.S. BMC Public Health 2020; 20:1351. [PMID: 32887592 PMCID: PMC7472405 DOI: 10.1186/s12889-020-09429-3] [Citation(s) in RCA: 474] [Impact Index Per Article: 118.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2020] [Accepted: 08/23/2020] [Indexed: 12/11/2022] Open
Abstract
BACKGROUND COVID-19 restrictions such as the closure of schools and parks, and the cancellation of youth sports and activity classes around the United States may prevent children from achieving recommended levels of physical activity (PA). This study examined the effects of the COVID-19 pandemic on PA and sedentary behavior (SB) in U.S. children. METHOD Parents and legal guardians of U.S. children (ages 5-13) were recruited through convenience sampling and completed an online survey between April 25-May 16, 2020. Measures included an assessment of their child's previous day PA and SB by indicating time spent in 11 common types of PA and 12 common types of SB for children. Parents also reported perceived changes in levels of PA and SB between the pre-COVID-19 (February 2020) and early-COVID-19 (April-May 2020) periods. Additionally, parents reported locations (e.g., home/garage, parks/trails, gyms/fitness centers) where their children had performed PA and their children's use of remote/streaming services for PA. RESULTS From parent reports, children (N = 211) (53% female, 13% Hispanic, Mage = 8.73 [SD = 2.58] years) represented 35 states and the District of Columbia. The most common physical activities during the early-COVID-19 period were free play/unstructured activity (e.g., running around, tag) (90% of children) and going for a walk (55% of children). Children engaged in about 90 min of school-related sitting and over 8 h of leisure-related sitting a day. Parents of older children (ages 9-13) vs. younger children (ages 5-8) perceived greater decreases in PA and greater increases in SB from the pre- to early-COVID-19 periods. Children were more likely to perform PA at home indoors or on neighborhood streets during the early- vs. pre-COVID-19 periods. About a third of children used remote/streaming services for activity classes and lessons during the early-COVID-19 period. CONCLUSION Short-term changes in PA and SB in reaction to COVID-19 may become permanently entrenched, leading to increased risk of obesity, diabetes, and cardiovascular disease in children. Programmatic and policy strategies should be geared towards promoting PA and reducing SB over the next 12 months.
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Affiliation(s)
- Genevieve F Dunton
- Department of Preventive Medicine, Keck School of Medicine, University of Southern California, 2001 N. Soto St, Los Angeles, CA, 90032, USA.
- Department of Psychology, Dornsife College of Letters, Arts, and Sciences, University of Southern California, Los Angeles, USA.
| | - Bridgette Do
- Department of Preventive Medicine, Keck School of Medicine, University of Southern California, 2001 N. Soto St, Los Angeles, CA, 90032, USA
| | - Shirlene D Wang
- Department of Preventive Medicine, Keck School of Medicine, University of Southern California, 2001 N. Soto St, Los Angeles, CA, 90032, USA
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Lin W, Leider J, Shang C, Hennessy E, Perna FM, Chriqui JF. The Association Between State Physical Education Laws and Student Physical Activity. Am J Prev Med 2020; 58:436-445. [PMID: 31870591 DOI: 10.1016/j.amepre.2019.09.018] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/28/2019] [Revised: 09/16/2019] [Accepted: 09/17/2019] [Indexed: 12/28/2022]
Abstract
INTRODUCTION This study examined the association between state physical education time requirements and physical activity and physical education outcomes among high school students. METHODS State physical education time requirement laws for 2004-2016 from the Classification of Laws Associated with School Students database were linked with 2005-2017 national Youth Risk Behavior Survey data using state and year identifiers. Analyses were conducted between 2018 and 2019 to assess associations between physical education time requirement laws and physical activity or physical education outcomes using multinomial logistic regressions, while controlling for sociodemographic characteristics, year-fixed effects, and state confounders. RESULTS State laws requiring ≥90 minutes of physical education per week were associated with 3.1 percentage points lower probability of no days of physical activity ≥60 minutes (95% CI= -5.0, -1.1), 3.7 percentage points lower probability of no days of moderate exercise ≥30 minutes (95% CI= -6.2, -1.3), 4.2 percentage points lower probability of no days of vigorous exercise ≥20 minutes (95% CI= -5.2, -3.3), and 19.3 percentage points lower probability of not attending physical education class (95% CI= -34.4, -4.2). The laws were associated with a 2.4 percentage point higher probability of daily moderate exercise ≥30 minutes in male students (95% CI=0.6, 4.2) and a 3.4 percentage point higher probability in female students (95% CI=1.9, 4.9), with larger associations for female students (p<0.01). CONCLUSIONS Findings from this study help support the role that physical education state requirements can play in enhancing adolescents' ability to meet recommended amounts of daily physical activity and the related public health benefits.
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Affiliation(s)
- Wanting Lin
- Institute for Health Research and Policy, University of Illinois at Chicago, Chicago, Illinois
| | - Julien Leider
- Institute for Health Research and Policy, University of Illinois at Chicago, Chicago, Illinois
| | - Ce Shang
- Department of Pediatrics, University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma
| | - Erin Hennessy
- Friedman School of Nutrition Science and Policy, Tufts University, Boston, Massachusetts
| | - Frank M Perna
- Health Behaviors Research Branch, Behavioral Research Program, Division of Cancer Control and Population Sciences, National Cancer Institute, Rockville, Maryland
| | - Jamie F Chriqui
- Institute for Health Research and Policy, University of Illinois at Chicago, Chicago, Illinois; Division of Health Policy and Administration, School of Public Health, University of Illinois at Chicago, Chicago, Illinois.
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O'Hara Tompkins N, Northrup K, Grant J, Weikle MF, Long D, Bassler J, Workman C, Ramsey Z, Jarrett T, Sirk H, Cottrell L. Translating School Physical Education and Activity Policies into Practice: A Case Study. TRANSLATIONAL JOURNAL OF THE AMERICAN COLLEGE OF SPORTS MEDICINE 2020; 5. [PMID: 34549089 DOI: 10.1249/tjx.0000000000000132] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
Background Public health experts recommend school-based policies as a population based approach to increase youth physical activity. The purpose of this case study is to describe one, largely rural, state's efforts to translate this recommendation into practice. Details about the genesis, implementation and evolution of two state level policies (physical education and physical activity), as well as in-house efforts of a State Department of Education to monitor policy compliance and challenges encountered are described. Two specific years are highlighted, due to policy and monitoring enhancements made during those particular time periods. Methods Data for this paper come from the West Virginia Department of Education for two time periods: 2013-2014 and 2014-2015 (n=369 elementary schools). Descriptive statistics for quantitative data and content analysis for qualitative data were used to document school level compliance and provide context for implementation challenges. Results Greater than 70% of school principals reported achievement of physical education and physical activity policy expectations for each year. Limited staff was the predominant explanation for nonfulfillment of physical education expectations, followed by lack of time and facilities. Recess and classroom-based physical activity were the primary strategies used to comply with the physical activity expectations. PE and PA policy compliance varied significantly by certain school characteristics in each school year studied. Conclusions Further investigation is warranted on how states translate public health policy recommendations into practice, including how physical education and physical activity policies are developed and monitored at the state level and how to support states and schools with monitoring and implementation challenges.
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Affiliation(s)
| | | | - Josh Grant
- West Virginia Department of Education Office of Middle/Secondary Learning
| | - Mary Folz Weikle
- West Virginia University, School of Public Health, Prevention Research Center
| | - Dustin Long
- University of Alabama at Birmingham, Department of Biostatistics
| | - John Bassler
- University of Alabama at Birmingham, Department of Biostatistics
| | - Charlotte Workman
- West Virginia University, School of Public Health, Prevention Research Center
| | - Zachary Ramsey
- West Virginia University, School of Public Health, Prevention Research Center
| | - Traci Jarrett
- West Virginia University, School of Public Health, Prevention Research Center
| | - Hannah Sirk
- West Virginia University, School of Public Health, Prevention Research Center
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Perceptions of the Built Environment and Support for Policies That Promote Physical Activity. J Phys Act Health 2019; 16:976-984. [PMID: 31521055 DOI: 10.1123/jpah.2018-0174] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2018] [Revised: 06/03/2019] [Accepted: 07/18/2019] [Indexed: 11/18/2022]
Abstract
BACKGROUND To assess how perceptions of the community built environment influence support for community policies that promote physical activity (PA). METHODS A national cross-sectional survey assessed perceptions of the local built environment and support of community policies, including school and workplace policies, promoting PA. A random digit-dialed telephone survey was conducted in US counties selected on Behavioral Risk Factor Surveillance System data for high or low prevalence of obesity and inactivity. A total of 1208 subjects were interviewed, 642 from high-prevalence counties and 566 from low-prevalence counties. Analyses were stratified by county prevalence of obesity and inactivity (high or low). Linear models adjusted for covariates were constructed to assess the influence of built environment perceptions on policy support. RESULTS Perception of more destinations near the residence was associated with increased support for community policies that promote PA, including tax increases in low-prevalence (obesity and inactivity) counties (P < .01). Positive perception of the workplace environment was associated (P < .001) with increased support for workplace policies among those in high-, but not low-, prevalence counties. CONCLUSIONS Support for community policies promoting PA varies by perception of the built environment, which has implications for policy change.
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Impact of Litigation on Compliance With California Physical Education Laws in Elementary Schools. J Phys Act Health 2018; 15:721-729. [PMID: 29873293 DOI: 10.1123/jpah.2017-0307] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
BACKGROUND School physical education (PE) is one of the most effective public health tools to increase youth physical activity, yet compliance with PE mandates is low. In an effort to ensure adherence to state PE law, a 2013 lawsuit was filed against 37 California school districts that were found to be noncompliant. This study sought to assess school personnel's perceptions of the lawsuit's impact on PE mandate compliance, understand barriers and facilitators to lawsuit compliance, and identify potential unintended consequences of the lawsuit. METHODS Phone interviews (n = 97) were conducted with personnel in districts/schools that were parties to the lawsuit and in matched control districts/schools that were not parties to the lawsuit. RESULTS Interviewees reported that PE minutes increased in schools that were parties to the lawsuit, primarily due to settlement requirements mandating PE tracking and reporting, thereby increasing accountability for PE. Time lost on paperwork was the most often cited barrier to compliance. Unwillingness to participate in PE-related research for fear of incrimination was the primary unintended consequence. CONCLUSIONS When existing PE minute laws are not implemented or enforced, greater accountability is needed. In this case, litigation appears to be an effective accountability mechanism to increase compliance with law.
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Leeman J, Wiecha JL, Vu M, Blitstein JL, Allgood S, Lee S, Merlo C. School health implementation tools: a mixed methods evaluation of factors influencing their use. Implement Sci 2018; 13:48. [PMID: 29558964 PMCID: PMC5859635 DOI: 10.1186/s13012-018-0738-5] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2017] [Accepted: 03/09/2018] [Indexed: 12/21/2022] Open
Abstract
Background The U.S. Centers for Disease Control and Prevention (CDC) develops tools to support implementation of evidence-based interventions for school health. To advance understanding of factors influencing the use of these implementation tools, we conducted an evaluation of state, school district, and local school staffs’ use of four CDC tools to support implementation of physical activity, nutrition, health education, and parent engagement. Two frameworks guided the evaluation: Interactive Systems Framework (ISF) for Dissemination and Implementation and Consolidated Framework for Implementation Research (CFIR). Methods The evaluation applied a mixed methods, cross-sectional design that included online surveys (n = 69 state staff from 43 states), phone interviews (n = 13 state staff from 6 states), and in-person interviews (n = 90 district and school staff from 8 districts in 5 states). Descriptive analyses were applied to surveys and content analysis to interviews. Results The survey found that the majority of state staff surveyed was aware of three of the CDC tools but most were knowledgeable and confident in their ability to use only two. These same two tools were the ones for which states were most likely to have provided training and technical assistance in the past year. Interviews provided insight into how tools were used and why use varied, with themes organized within the ISF domain “support strategies” (e.g., training, technical assistance) and four CFIR domains: (1) characteristics of tools, (2) inner setting, (3) outer setting, and (4) individuals. Overall, tools were valued for the credibility of their source (CDC) and evidence strength and quality. Respondents reported that tools were too complex for use by school staff. However, if tools were adaptable and compatible with inner and outer setting factors, state and district staff were willing and able to adapt tools for school use. Conclusions Implementation tools are essential to supporting broad-scale implementation of evidence-based interventions. This study illustrates how CFIR and ISF might be applied to evaluate factors influencing tools’ use and provides recommendations for designing tools to fit within the multi-tiered systems involved in promoting, supporting, and implementing evidence-based interventions in schools. Findings have relevance for the design of implementation tools for use by other multi-tiered systems.
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Affiliation(s)
- Jennifer Leeman
- School of Nursing, University of North Carolina at Chapel Hill, Chapel Hill, USA.
| | | | - Maihan Vu
- Center for Health Promotion & Disease Prevention, University of North Carolina at Chapel Hill, Chapel Hill, USA
| | | | - Sallie Allgood
- School of Nursing, University of North Carolina at Chapel Hill, Chapel Hill, USA
| | - Sarah Lee
- Division of Population Health, School Health Branch, Centers for Disease Control and Prevention, Atlanta, USA
| | - Caitlin Merlo
- Division of Population Health, School Health Branch, Centers for Disease Control and Prevention, Atlanta, USA
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Staiano AE, Allen AT, Fowler W, Gustat J, Kepper MM, Lewis L, Martin CK, Romain JS, Webster EK. State Licensing Regulations on Screen Time in Childcare Centers: An Impetus for Participatory Action Research. Prog Community Health Partnersh 2018; 12:101-109. [PMID: 29755053 PMCID: PMC5967257 DOI: 10.1353/cpr.2018.0025] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
Abstract
BACKGROUND New licensing regulations require Louisiana early care and education centers (ECEs) to limit children's screen time and increase physical activity. A community- academic partnership involving academic, community, government, and ECE stakeholders launched two initiatives: (1) an evaluation of the implementation of licensing regulations at the local level and (2) a statewide effort to develop technical assistance for ECE directors. OBJECTIVES To describe the methods and lessons learned and to establish recommendations based on this ongoing participatory action research. METHODS A case study approach was used to identify the lessons learned and recommendations thus far, based on partners' perspectives and ECE directors' participation. LESSONS LEARNED Recommendations include to share power and funding among stakeholders, to engage directors as partners to overcome recruitment challenges, and to start with the end in mind to ensure meaningful community engagement. CONCLUSIONS This participatory action approach is leading to innovative, feasible strategies to increase children's physical activity.
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Evidence-based policies on school nutrition and physical education: Associations with state-level collaboration, obesity, and socio-economic indicators. Prev Med 2017; 99:87-93. [PMID: 28209518 PMCID: PMC5432375 DOI: 10.1016/j.ypmed.2017.02.005] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/27/2016] [Revised: 01/17/2017] [Accepted: 02/08/2017] [Indexed: 01/05/2023]
Abstract
Despite calls for more cross-sector collaboration on obesity prevention, little is known about the role of collaborative partnerships, or groups of organizations from different sectors working together toward a shared goal, in state policy activities. This study examined associations between competitive food/beverage and physical education policies and state-level collaboration and state characteristics (obesity, socioeconomic indicators, public health funding levels) for all 50 states and the District of Columbia, USA, in 2012. We examined cross-sectional associations between evidence-based competitive food/beverage and physical education policies from the Classification of Laws Associated with School Students and state characteristics from the School Health Policies and Practices Study and other national data sources using prevalence ratios and generalized linear models. Analyses were conducted in 2016. Cross-sector collaboration (i.e., state staff reports of working together on school nutrition or physical education activities) between state-level nutrition and physical education staff and ten types of organizations was not significantly associated with having state policies. Childhood obesity (RR=1.78, 95% CI[1.11,2.85]), high-school non-completion (RR=2.35, 95% CI[1.36,4.06]), poverty (RR=1.89, 95% CI[1.16,3.09]) and proportion non-white or Hispanic residents (RR=1.75, 95% CI[1.07, 2.85]) were positively associated with the presence of elementary school competitive food/beverage policies. Fewer indicators were associated with policies for middle and high schools. The large investment of time and resources required for cross-sector collaboration demands greater research evidence on how to structure and manage collaborative partnerships for the greatest impact.
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Perceptions Regarding Importance and Skill at Policy Development Among Public Health Staff. JOURNAL OF PUBLIC HEALTH MANAGEMENT AND PRACTICE 2017; 21 Suppl 6:S141-50. [PMID: 26422484 PMCID: PMC4590525 DOI: 10.1097/phh.0000000000000324] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/03/2022]
Abstract
This article explores existing competency gaps for policy development among state health agency employees. Policy development is recognized as a core function of public health and a core competency in formal public health education. However, relatively little is known nationally about worker perceptions and competencies related to policy development in the governmental public health workforce.
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Pelletier JE, Laska MN, MacLehose R, Nelson TF, Nanney MS. State-Level Trends and Correlates for Cross-Sector Collaboration on School Nutrition and Physical Education Activities, 2000-2012. Prev Chronic Dis 2016; 13:E94. [PMID: 27442994 PMCID: PMC4970618 DOI: 10.5888/pcd13.160032] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/03/2022] Open
Abstract
INTRODUCTION Cross-sector collaboration on child obesity prevention is common, yet little research has examined the context of collaboration at the state level. This study describes secular trends in collaboration between state agency staff responsible for school nutrition and physical education activities and other organizations from 2000 to 2012. METHODS Data from the School Health Policies and Practices Study were used to describe collaboration between state agency staff and 13 types of public, private, and nonprofit organizations. Breadth of collaboration in 2012 was examined across political, social, and economic conditions. RESULTS Collaboration between state agency staff and other organization types increased from 2000 to 2006 and decreased or stabilized from 2006 to 2012. Breadth of collaboration was greater in states with a physical education coordinator, higher levels of poverty, higher prevalence of childhood obesity, and more public health funding. Breadth was similar across states by census region, political party of governor, majority party in state legislature, percentage non-Hispanic white population, high school graduation rate, and unemployment rate. CONCLUSION Cross-sector collaboration on school nutrition and physical education was widespread and did not vary substantially across most political, social, and economic measures. Expanded monitoring and surveillance of state-level collaboration would assist efforts to understand how state agencies work across sectors and whether this collaboration affects the support they provide to schools.
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Affiliation(s)
- Jennifer E Pelletier
- University of Minnesota, School of Public Health, Division of Epidemiology and Community Health, 1300 S. Second St, Suite 300, Minneapolis MN 55454.
| | - Melissa N Laska
- University of Minnesota, School of Public Health, Minneapolis, Minnesota
| | - Richard MacLehose
- University of Minnesota, School of Public Health, Minneapolis, Minnesota
| | - Toben F Nelson
- University of Minnesota, School of Public Health, Minneapolis, Minnesota
| | - Marilyn S Nanney
- University of Minnesota, Department of Family Medicine and Community Health, Minneapolis, Minnesota
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Cost Effectiveness of an Elementary School Active Physical Education Policy. Am J Prev Med 2015; 49:148-59. [PMID: 26094235 DOI: 10.1016/j.amepre.2015.02.005] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/09/2014] [Revised: 01/14/2015] [Accepted: 02/10/2015] [Indexed: 11/22/2022]
Abstract
INTRODUCTION Many American children do not meet recommendations for moderate to vigorous physical activity (MVPA). Although school-based physical education (PE) provides children with opportunities for MVPA, less than half of PE minutes are typically active. The purpose of this study is to estimate the cost effectiveness of a state "active PE" policy implemented nationally requiring that at least 50% of elementary school PE time is spent in MVPA. METHODS A cohort model was used to simulate the impact of an active PE policy on physical activity, BMI, and healthcare costs over 10 years for a simulated cohort of the 2015 U.S. population aged 6-11 years. Data were analyzed in 2014. RESULTS An elementary school active PE policy would increase MVPA per 30-minute PE class by 1.87 minutes (95% uncertainty interval [UI]=1.23, 2.51) and cost $70.7 million (95% UI=$51.1, $95.9 million) in the first year to implement nationally. Physical activity gains would cost $0.34 per MET-hour/day (95% UI=$0.15, $2.15), and BMI could be reduced after 2 years at a cost of $401 per BMI unit (95% UI=$148, $3,100). From 2015 to 2025, the policy would cost $235 million (95% UI=$170 million, $319 million) and reduce healthcare costs by $60.5 million (95% UI=$7.93 million, $153 million). CONCLUSIONS Implementing an active PE policy at the elementary school level could have a small impact on physical activity levels in the population and potentially lead to reductions in BMI and obesity-related healthcare expenditures over 10 years.
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Thompson HR, Haguewood R, Tantoco N, Madsen KA. Lessons Learned: A Strategic Alliance to Improve Elementary Physical Education in an Urban School District. Prog Community Health Partnersh 2015; 9:363-70. [PMID: 26548787 PMCID: PMC6800100 DOI: 10.1353/cpr.2015.0058] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
BACKGROUND Physical education (PE) can help to achieve important public health goals, but is often under-prioritized and lacking in schools. OBJECTIVES To detail the actions, impact, and successes of a strategic alliance formed by three collaborating organizations to improve PE in a large California school district. METHODS Semistructured interviews with alliance members, principals, and teachers in 20 elementary schools, 3 years after the alliance formation. LESSONS LEARNED Interviewees reported district-level increases in priority and funding for PE and attributed improvements to the alliance's collection and dissemination of local data on the status of PE. Common goals, trust, and open communication within the alliance were seen as critical to the alliance's success. However, changes in district- or school-level accountability measures for PE were not reported. CONCLUSIONS This strategic alliance succeeded in promoting district-level priority and funding for PE. Ongoing alliance work will focus on increasing accountability measures for PE, which may take longer to implement.
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Eyler AA, Brownson RC, Schmid TL. Making strides toward active living: the policy research perspective. JOURNAL OF PUBLIC HEALTH MANAGEMENT AND PRACTICE 2013; 19:S5-7. [PMID: 23529056 PMCID: PMC4752125 DOI: 10.1097/phh.0b013e31828c826c] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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