Ishonté Allar1, Emily Jones2, Eloise Elliott3, Alfgeir Kristjansson4, Andrea Taliaferro2, Michael Mann4, Sean Bulger3. 1. Assistant Professor, School of Public Health, West Virginia University Department of Social and Behavioral Sciences, Morgantown, WV;, Email: ijohnso1@hsc.wvu.edu. 2. Associate Professor, West Virginia University, College of Physical Activity and Sport Sciences, Department of Coaching and Teaching Studies, Morgantown, WV. 3. Professor, West Virginia University, College of Physical Activity and Sport Sciences, Department of Coaching and Teaching Studies, Morgantown, WV. 4. Assistant Professor, School of Public Health, West Virginia University Department of Social and Behavioral Sciences, Morgantown, WV.
Abstract
OBJECTIVES: The purpose of this study was to determine the perceived impact of I am Moving, I am Learning (IMIL) on physical activity (PA) levels, along with family and community involvement in a Head Start program in Illinois. METHODS: Employing qualitative methods, data were collected via a parent/caregiver survey and program staff focus groups in Rock Island, Illinois. RESULTS: IMIL was perceived to have made an impact in several areas including knowledge, health-related behaviors, and supportive school and home environments. A positive impact also was reported regarding 6 types of family involvement (parenting, communicating, decision making, volunteering, community collaboration, and learning at home). CONCLUSIONS: Participants in the study reported that IMIL contributed to increased levels of PA and family/community involvement. The participants perceived that the use of IMIL helped parents/caregivers and their children become healthier, by improving the whole family's activity levels. Faculty and staff also reported that there were few barriers related to the implementation and sustainability of IMIL use in childcare settings.
OBJECTIVES: The purpose of this study was to determine the perceived impact of I am Moving, I am Learning (IMIL) on physical activity (PA) levels, along with family and community involvement in a Head Start program in Illinois. METHODS: Employing qualitative methods, data were collected via a parent/caregiver survey and program staff focus groups in Rock Island, Illinois. RESULTS:IMIL was perceived to have made an impact in several areas including knowledge, health-related behaviors, and supportive school and home environments. A positive impact also was reported regarding 6 types of family involvement (parenting, communicating, decision making, volunteering, community collaboration, and learning at home). CONCLUSIONS:Participants in the study reported that IMIL contributed to increased levels of PA and family/community involvement. The participants perceived that the use of IMIL helped parents/caregivers and their children become healthier, by improving the whole family's activity levels. Faculty and staff also reported that there were few barriers related to the implementation and sustainability of IMIL use in childcare settings.
Authors: Lori A J Scott-Sheldon; Larry V Hedges; Chris Cyr; Deborah Young-Hyman; Laura Kettel Khan; Mackenzie Magnus; Heather King; Sonia Arteaga; John Cawley; Christina D Economos; Debra Haire-Joshu; Christine M Hunter; Bruce Y Lee; Shiriki K Kumanyika; Lorrene D Ritchie; Thomas N Robinson; Marlene B Schwartz Journal: Child Obes Date: 2020-09 Impact factor: 2.992
Authors: Judith F Fynn; Wendy Hardeman; Karen Milton; Joseph Murphy; Andy Jones Journal: Int J Behav Nutr Phys Act Date: 2020-08-24 Impact factor: 6.457