OBJECTIVE: To examine the long-term effects of the Integrated Nutrition and Physical Activity Program (INPAP), a school-based nutrition education program. DESIGN: Quasi-experimental design comparing intervention and comparison cohorts at 3-6 years after delivery of the INPAP intervention on nutrition- and physical activity-related outcomes. SETTING: This study was conducted in 1 school district in a low-income rural county of ∼15,000 residents in south-central Colorado. PARTICIPANTS: In second grade, intervention and comparison cohorts included 173 (fall 2000) and 190 (fall 1999) students, respectively. Approximately 60% of these students completed assessments in eighth grade. INTERVENTIONS: INPAP is an experiential school-based nutrition education program, grounded in social cognitive theory and Piaget's cognitive development theory and adapted for use in a rural setting. OUTCOMES: Nutrition and physical activity knowledge, self-efficacy, attitudes and behaviors, body mass index. ANALYSIS: Wilcoxon signed rank test, chi-square test for proportions, and t test for means. RESULTS: Long-term effects were observed in nutrition-related knowledge and attitudes but not self-efficacy or behavior change. The effects that did occur were attenuated over time. CONCLUSION AND IMPLICATIONS: This study found that INPAP implemented in elementary school had limited lasting effects by the end of middle school, a time when students have increased autonomy to make food choices.
OBJECTIVE: To examine the long-term effects of the Integrated Nutrition and Physical Activity Program (INPAP), a school-based nutrition education program. DESIGN: Quasi-experimental design comparing intervention and comparison cohorts at 3-6 years after delivery of the INPAP intervention on nutrition- and physical activity-related outcomes. SETTING: This study was conducted in 1 school district in a low-income rural county of ∼15,000 residents in south-central Colorado. PARTICIPANTS: In second grade, intervention and comparison cohorts included 173 (fall 2000) and 190 (fall 1999) students, respectively. Approximately 60% of these students completed assessments in eighth grade. INTERVENTIONS: INPAP is an experiential school-based nutrition education program, grounded in social cognitive theory and Piaget's cognitive development theory and adapted for use in a rural setting. OUTCOMES: Nutrition and physical activity knowledge, self-efficacy, attitudes and behaviors, body mass index. ANALYSIS: Wilcoxon signed rank test, chi-square test for proportions, and t test for means. RESULTS: Long-term effects were observed in nutrition-related knowledge and attitudes but not self-efficacy or behavior change. The effects that did occur were attenuated over time. CONCLUSION AND IMPLICATIONS: This study found that INPAP implemented in elementary school had limited lasting effects by the end of middle school, a time when students have increased autonomy to make food choices.
Authors: Leah Frerichs; Jeri Brittin; Dina Sorensen; Matthew J Trowbridge; Amy L Yaroch; Mohammad Siahpush; Melissa Tibbits; Terry T-K Huang Journal: Am J Public Health Date: 2015-02-25 Impact factor: 9.308
Authors: Tamara Brown; Theresa Hm Moore; Lee Hooper; Yang Gao; Amir Zayegh; Sharea Ijaz; Martha Elwenspoek; Sophie C Foxen; Lucia Magee; Claire O'Malley; Elizabeth Waters; Carolyn D Summerbell Journal: Cochrane Database Syst Rev Date: 2019-07-23