A Mixed-Methods Comparison of Classroom Context during Food, Health & Choices, a Childhood Obesity Prevention Intervention

Autor/inn/en	Burgermaster, Marissa; Koroly, Jenna; Contento, Isobel; Koch, Pamela; Gray, Heewon L.
Titel	A Mixed-Methods Comparison of Classroom Context during Food, Health & Choices, a Childhood Obesity Prevention Intervention
Quelle	In: Journal of School Health, 87 (2017) 11, S.811-822 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burgermaster, Marissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12556
Schlagwörter	Mixed Methods Research; Comparative Analysis; Obesity; Child Health; Prevention; Intervention; Health Promotion; Grade 5; Multivariate Analysis; Pretests Posttests; Student Attitudes; Elementary School Teachers; Nutrition + Suchen Sie Ihr Suchwort? Adipositas; Prävention; Vorbeugung; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; School year 05; 5. Schuljahr; Schuljahr 05; Multivariate Analyse; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ernährung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01