Mediators of the effect of the JUMP-in intervention on physical activity and sedentary behavior in Dutch primary schoolchildren from disadvantaged neighborhoods.

<p>Abstract</p> <p>Background</p> <p>Important health benefits can be achieved when physical activity in children from low socio-economic status is promoted and sedentariness is limited. By specifying the mediating mechanisms of existing interventions one can improve future physical activity interventions. This study explored potential mediators of the long-term effect of the school-based multicomponent JUMP-in intervention on sport participation, outdoor play and screen time in Dutch primary schoolchildren from disadvantaged neighborhoods.</p> <p>Methods</p> <p>In total, 600 primary schoolchildren (aged 9.8 ± 0.7, 51% girls, 13% Dutch ethnicity, 35% overweight) from 9 intervention and 10 control schools were included in the analyses. JUMP-in was developed using Intervention Mapping, and targeted psychological and environmental determinants of physical activity. Outcome behaviors were self-reported sport participation, outdoor play, TV-viewing behavior and computer use. Potential mediators were self-reported psychological, social and physical environmental factors.</p> <p>Results</p> <p>JUMP-in was effective in improving sport participation after 20 months, but not in improving outdoor play, or reducing TV-viewing or computer time. JUMP-in was not effective in changing hypothesized mediators so no significant mediated effects could be identified. However, changes in self-efficacy, social support and habit strength were positively associated with changes in sport participation, and changes in social support, self-efficacy, perceived planning skills, enjoyment and habit strength were positively associated with changes in outdoor play. Changes in enjoyment was positively associated with changes in TV-viewing while parental rules were negatively associated. Having a computer in the bedroom and enjoyment were positively associated with changes in computer use, while changes in parental rules were negatively associated.</p> <p>Conclusions</p> <p>Besides a significant positive effect on sports participation, no significant intervention effect on outdoor play, screen time or any of the potential mediators was found. This suggest that other (unmeasured) factors operated as mediating mechanisms of the intervention, that we used unsuccessful intervention strategies, that the strategies were inappropriately implemented, or that children are unable to accurately recall past activities and cognitions. Additionally, the school setting might not be the sole channel to influence leisure time activities. Still, several personal and environmental constructs were found to be relevant in predicting change in sport participation, outdoor play and screen behavior and seem to be potential mediators. Future interventions are recommended including more effective strategies targeting these relevant constructs, addressing different constructs (e.g. pedagogic skills of parents), and focusing on different implementation settings.</p> <p>Trail registration</p> <p>ISRCTN17489378</p

Changes in 10-12 year old's fruit and vegetable intake in Norway from 2001 to 2008 in relation to gender and socioeconomic status - a comparison of two cross-sectional groups

Background: Norwegian children and adolescents eat less than half of the recommended 5 portions of fruit and vegetables (FV) per day. Gender and socioeconomic disparities in FV consumption shows that boys and children of lower socioeconomic status (SES) eat less FV than girls and high SES children. We also know that accessibility and preferences has been identified as two important determinants of FV intake. The objectives of this study were to compare FV intake among Norwegian

Evaluatie van implementatie van VRIENDEN voor het leven.

Achtergrond en doelstelling. ‘VRIENDEN voor het Leven’ is een geïndiceerd preventief programma tegen angst en depressie bij basisscholieren. Binnen het onderzoek naar ‘VRIENDEN voor het Leven’ wordt zowel een effect- als een procesevaluatie uitgevoerd. Onderdeel van de procesevaluatie is het beoordelen of het programma is geïmplementeerd volgens protocol. Informatie over de kwaliteit van implementatie geeft inzicht in waarom een interventie wel of niet effectief blijkt te zijn. Deze presentatie bespreekt de methode en uitkomst van deze procesevaluatie. Methode. In het onderzoek starten ongeveer 35 VRIENDEN groepen op 22 Amsterdamse basisscholen. Eén groep bestaat uit 10 kinderen uit groep 6, 7 en 8 van één school en wordt begeleid door twee GGZ preventiewerkers. De kwaliteit van implementatie wordt in kaart gebracht middels observaties tijdens random gekozen bijeenkomsten. Aan de hand van een checklist worden de mate van het volgen van het protocol, trainer competentie en responsiviteit van kinderen op een 4-puntsschaal aangegeven. Resultaten. De resultaten van de eerste 7 geobserveerde groepen laten zien dat het programma grotendeels volgens protocol wordt uitgevoerd. Veranderingen in het protocol worden gedaan om praktische redenen en om het programma aantrekkelijker te maken voor de deelnemers. Tussen de trainers zijn enkele verschillen in competenties te zien. Responsiviteit van kinderen is hoog. De inter-beoordelaarbetrouwbaarheid van het instrument lijkt goed. Discussie en conclusie(s). De eerste resultaten laten zien dat de kwaliteit van implementatie van ‘VRIENDEN voor het Leven’ goed is. De mate van het volgen van het protocol is goed in kaart te brengen met het meetinstrument. Trainer competentie en responsiviteit van kinderen zijn moeilijker te beoordelen. De ervaringen met de checklist en mogelijke knel- en verbeterpunten worden interactief met het publiek bediscussieerd. (aut. ref.