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- Title
A Mixed-Methods Comparison of Classroom Context During Food, Health & Choices, a Childhood Obesity Prevention Intervention.
- Authors
Burgermaster, Marissa; Koroly, Jenna; Contento, Isobel; Koch, Pamela; Gray, Heewon L.
- Abstract
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.
- Subjects
PREVENTION of childhood obesity; CLUSTER analysis (Statistics); COMPARATIVE studies; CONFIDENCE intervals; CURRICULUM; FOOD preferences; FRUIT; HEALTH behavior; INGESTION; RESEARCH methodology; METROPOLITAN areas; NUTRITION education; PROBABILITY theory; PSYCHOLOGY; RESEARCH funding; SCHOOL children; SCHOOL environment; SCHOOLS; SOCIAL norms; STATISTICAL hypothesis testing; STUDENT attitudes; T-test (Statistics); VEGETABLES; QUALITATIVE research; THEORY; RESIDENTIAL patterns; SOCIAL support; SOCIAL learning theory; RANDOMIZED controlled trials; PRE-tests &; post-tests; DATA analysis software; MEDICAL coding; DESCRIPTIVE statistics
- Publication
Journal of School Health, 2017, Vol 87, Issue 11, p811
- ISSN
0022-4391
- Publication type
Article
- DOI
10.1111/josh.12556