Background: The health promotion actions carried out in the school environment have positive effects on reducing risk factors for chronic diseases in adolescents. Interdisciplinary strategies involving school and family to increase the level of physical activity among adolescents, inside and outside the school, are essential to encourage healthier lifestyles. Aim: To determine whether a 24-weeks interdisciplinary intervention program promotes improvement in the level of physical activity, physical fitness, sleep quality, life satisfaction, eating habits and reduce the sedentary behavior of schoolchildren aged 10 to 13 years of public schools in the city of Presidente Prudente, São Paulo, Brazil. The intervention: Includes training of teacher Physical Education in the principles of self-determination theory and ecological theory at practical applications for motivating adolescents in physical activities and sports. The students will be given information on the benefits of a physically active lifestyle and will be encouraged to participated the new opportunities for physical activity in their school and community. The program will offer physical activity strategies over the 24-weeks during class Physical Education, afternoon recess and active lesson breaks in theoretical classes. Nutritional guidelines and gardening experience will be developed to encourage healthy eating habits among schoolchildren and to reduce salt, oil and sugar in the preparation of school lunch. Methods/design: The project, which being conducted as cluster randomized trial, is to evaluated whit in a mixed methods, including qualitative and quantitative approach will be used for the construction of the actions integrated to the school physical education curriculum and evaluation of the program by the participants and supporters. The RE-AIM evaluation metric (Reach, Effectiveness, Adoption, Implementation, and Maintenance) is used to guide the validation this program.
The intervention will be unfold over the 24-weeks with students of six to seven school terms of implementation physical activity and nutrition intervention strategies. The total of five schools full-time were contacted for participation in the survey, one was excluded because they had no interest in participating. Allocation of pairs of schools in the experimental and control groups was done by randomization (draw for the experimental and control groups), and later the schools were informed about their condition in the study (experimental group or control group). The dimensions assessed in the research were defined from the problems and needs pointed out by the school in the initial stage of training and diagnosis of the local reality. The intervention strategies consisted of the following across: promote teacher Physical Education training; develop school actions integrated in the school curriculum; increase pratice of physical activity (in class time and recess); Improve eating habits (nutritional guidence, gardening experience, school lunch); promote healthy lifestyle program during school breaks; provided with physical activity equipment; parent engagement in health education practice.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
OTHER
Masking
DOUBLE
Enrollment
357
Training program 30 hours accumulated before, during and after intervention
7 to 10 minutes in Physical Education in class time, 3 sections for week during lunch break
Inclusion of actions in the school curriculum: counseling sections with health for parents and adolescent, active lesson breaks during theoretical class, gardening experience in school, nutrition guidance for school lunch professionals.
Sueyla Ferreira da Silva dos Santos
Presidente Prudente, São Paulo, Brazil
Change from baseline in weekly time in moderate-to-vigorous physical activity at six months
Measured with accelerometers for tenn days and supplemented with a questionnaire
Time frame: Baseline, end of intervention (6 months), 1 year after baseline
Change from baseline in weekly time in sedentary activity at six months
Measured with accelerometers for tenn days and supplemented with a questionnaire
Time frame: Baseline, end of intervention (6 months), 1 year after baseline
Change from baseline in Physical Education class time in moderate-to-vigorous physical activity at six months
Measured with accelerometers in Physical Education class
Time frame: Baseline, end of intervention (6 months), 1 year after baseline
Change from baseline in level physical fitness at six months
Measured with physical fitness test (abdominal resistance, palmar grip, horizontal jump, Wells bench, beep test)
Time frame: Baseline, end of intervention (6 months), 1 year after baseline
Change from baseline in body composition at six months
Measured with Dual-energy X-ray absorptiometry (DXA) and anthropometric measurements (body height, body weight, waist circumference, hip circumference, arm circumference, triceps skin fold and puberty status (self- assessed)
Time frame: Baseline, end of intervention (6 months), 1 year after baseline
Change from baseline in caloric intake at six months
Measured with food register at 3 days and supplemented with a questionnaire
Time frame: Baseline, end of intervention (6 months), 1 year after baseline
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