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Paul J Veugelers - One of the best experts on this subject based on the ideXlab platform.
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essential conditions for the implementation of Comprehensive School health to achieve changes in School culture and improvements in health behaviours of students
BMC Public Health, 2016Co-Authors: Kate Storey, Marg Schwartz, Paul J Veugelers, Genevieve Montemurro, Jenn Flynn, Erin Wright, Jill Osler, Erica RobertsAbstract:Comprehensive School Health (CSH) is an internationally recognized framework that holistically addresses School health by transforming the School culture. It has been shown to be effective in enhancing health behaviours among students while also improving educational outcomes. Despite this effectiveness, there is a need to focus on how CSH is implemented. Previous studies have attempted to uncover the conditions necessary for successful operationalization, but none have described them in relation to a proven best practice model of implementation that has demonstrated positive changes to School culture and improvements in health behaviours. The purpose of this research was to identify the essential conditions of CSH implementation utilizing secondary analysis of qualitative interview data, incorporating a multitude of stakeholder perspectives. This included inductive content analysis of teacher (n = 45), principal (n = 46), and School health facilitator (n = 34) viewpoints, all of whom were employed within successful CSH project Schools in Alberta, Canada between 2008 and 2013. Many themes were identified, here called conditions, that were divided into two categories: ‘core conditions’ (students as change agents, School-specific autonomy, demonstrated administrative leadership, dedicated champion to engage School staff, community support, evidence, professional development) and ‘contextual conditions’ (time, funding and project supports, readiness and prior community connectivity). Core conditions were defined as those conditions necessary for CSH to be successfully implemented, whereas contextual conditions had a great degree of influence on the ability for the core conditions to be obtained. Together, and in consideration of already established ‘process conditions’ developed by APPLE Schools (assess, vision, prioritize; develop and implement an action plan; monitor, evaluate, celebrate), these represent the essential conditions of successful CSH implementation. Overall, the present research contributes to the evidence-base of CSH implementation, ultimately helping to shape its optimization by providing School communities with a set of understandable essential conditions for CSH implementation. Such research is important as it helps to support and bolster the CSH framework that has been shown to improve the education, health, and well-being of School-aged children.
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from best practice to next practice the effectiveness of School based health promotion in improving healthy eating and physical activity and preventing childhood obesity
International Journal of Behavioral Nutrition and Physical Activity, 2012Co-Authors: Christina Fung, Marg Schwartz, Kate Storey, Stefan Kuhle, Connie Lu, Megan Purcell, Paul J VeugelersAbstract:Background In 2005, we reported on the success of Comprehensive School Health (CSH) in improving diets, activity levels, and body weights. The successful program was recognized as a "best practice" and has inspired the development of the Alberta Project Promoting active Living and healthy Eating (APPLE) Schools. The project includes 10 Schools, most of which are located in socioeconomically disadvantaged areas. The present study examines the effectiveness of a CSH program adopted from a "best practice" example in another setting by evaluating temporal changes in diets, activity levels and body weight.
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implementing Comprehensive School health teachers perceptions of the alberta project promoting active living and healthy eating in Schools apple Schools
Revue phénEPS PHEnex Journal, 2011Co-Authors: Kate E Storey, Marg Schwartz, Hilde Spitters, Ceara Cunningham, Paul J VeugelersAbstract:Childhood obesity is a major public health challenge worldwide and has been linked to numerous health consequences. As such, promotion of health and prevention of disease is a priority. Comprehensive School Health (CSH) is recognized as a multilevel prevention strategy and has been shown to reduce overweight among students; however, there is a need to evaluate the process of implementation. Therefore, the purpose of this study was to examine teachers’ perceptions of the implementation of a CSH project, the Alberta Project Promoting active Living and healthy Eating in Schools (APPLE Schools). Participants were 45 teaching staff who took part in focus groups. Teachers identified students as central to APPLE Schools and themes that affected implementation included: building support; defining roles; leadership; embedding in School culture; and engaging stakeholders. Teachers were very supportive of APPLE Schools and had a clear sense of facilitating factors, barriers and solutions to enhance implementation. L’obesite juvenile constitue un enjeu majeur de sante publique a l’echelle mondiale, ayant ete associee a de nombreux problemes de sante. En ce sens, la promotion de la sante et la prevention des maladies ont pris une tres grande importance. L’approche globale de sante en milieu scolaire est reconnue comme une strategie de prevention multi-niveaux dont l’aptitude a reduire le taux d’embonpoint chez les eleves a ete demontree. Il importe toutefois d’evaluer le processus de mise en œuvre de cette approche. Cette etude visait a examiner ce que les enseignants pensent de la mise en œuvre d’un projet d’approche globale de sante en milieu scolaire appele Alberta Project Promoting active Living and healthy Eating in Schools (ecoles APPLE). Le projet reunissait 45 membres du personnel enseignant participants a des entrevues de groupe. Les enseignants ont affirme que les eleves jouaient un role de premier plan dans le cadre du projet APPLE; ils ont egalement identifie divers elements ayant des incidences sur la mise en œuvre : le renforcement de l’appui; la definition des roles; le leadership; l’insertion dans la culture de l’ecole et l’engagement des groupes interesses. Les enseignants appuyaient fortement le projet des ecoles APPLE et avaient une tres bonne idee des facteurs habilitants, des obstacles et des solutions favorisant sa mise en œuvre..
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tailoring and implementing Comprehensive School health the alberta project promoting active living and healthy eating in Schools
Revue phénEPS PHEnex Journal, 2010Co-Authors: Marg Schwartz, Nandini D Karunamuni, Paul J VeugelersAbstract:Comprehensive School Health (CSH) is an intervention approach that moves beyond classroom-based health education models to a more integrated approach of health promotion. However, the effectiveness of CSH approaches is inconclusive, and well-designed studies are critical to justify their broader implementation. CSH program elements also need to take into consideration the individual context of Schools. This paper details the implementation of the Alberta Project Promoting active Living & healthy Eating in Schools (APPLE) project where interventions were tailored to ten elementary Schools in Alberta, Canada. School Health Facilitators were placed in Schools to implement customized health promotion strategies that acknowledge the unique needs and barriers to healthy living in Schools. The primary goals of the project are to improve health behaviors among children and to increase the capacity to promote health-related behaviors in Schools. The project will also contribute to the evidence base of the effectiveness of CSH. L’approche globale axee sur la sante en milieu scolaire est une intervention qui va au-dela des modeles de cours de sante traditionnels et qui mise sur une approche integree en matiere de promotion de la sante. Puisque l’efficacite de l’approche globale axee sur la sante n’a pas ete entierement demontree, les etudes de fond hesitent encore a en recommander la mise en œuvre a grande echelle. Les elements de programme de cette approche doivent egalement tenir compte du contexte particulier de chaque ecole. Cet article relate la mise en place d’un programme de promotion de la vie active et de l’alimentation saine en milieu scolaire (projet APPLE) et explique en quoi les interventions ont ete adaptees pour repondre aux besoins specifiques de dix ecoles elementaires de la province de l’Alberta, au Canada. Des agents de sante ont ete affectes aux ecoles et charges d’adapter les strategies de promotion de la vie saine aux besoins et difficultes uniques de chaque ecole. Ce projet vise avant tout a ameliorer la sante des enfants et a aider les ecoles a mieux promouvoir l’adoption de comportements sains en milieu scolaire. Les resultats de ce projet enrichiront egalement les bases de donnees probantes et aideront a confirmer la pertinence de l’approche globale axee sur la sante en milieu scolaire.
Ryan D Burns - One of the best experts on this subject based on the ideXlab platform.
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trends in physical activity health related fitness and gross motor skills in children during a two year Comprehensive School physical activity program
Journal of Science and Medicine in Sport, 2018Co-Authors: Timothy A Brusseau, James C Hannon, Yi Fang, Kahyun Nam, Sara Goodrum, Ryan D BurnsAbstract:Abstract Objectives The purpose of this study was to examine the trends in School-day step counts, health-related fitness, and gross motor skills during a two-year Comprehensive School Physical Activity Program (CSPAP) in children. Design Longitudinal trend analysis. Methods Participants were a sample of children (N = 240; mean age = 7.9 ± 1.2 years; 125 girls, 115 boys) enrolled in five low-income Schools. Outcome variables consisted of School day step counts, Body Mass Index (BMI), estimated VO2 Peak, and gross motor skill scores assessed using the Test of Gross Motor Development-3rd Edition (TGMD-3). Measures were collected over a two-year CSPAP including a baseline and several follow-up time-points. Multi-level mixed effects models were employed to examine time trends on each continuous outcome variable. Markov-chain transition models were employed to examine time trends for derived binary variables for School day steps, BMI, and estimated VO2 Peak. Results There were statistically significant time coefficients for estimated VO2 Peak (b = 1.10 mL/kg/min, 95% C.I. [0.35 mL/kg/min–2.53 mL/kg/min], p = 0.009) and TGMD-3 scores (b = 7.8, 95% C.I. [6.2–9.3], p Conclusions A two-year CSPAP related to increases in cardio-respiratory endurance and TGMD-3 scores. School day steps and BMI were primarily stable across the two-year intervention.
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effect of Comprehensive School physical activity programming on cardiometabolic health markers in children from low income Schools
Journal of Physical Activity and Health, 2017Co-Authors: Ryan D Burns, Timothy A Brusseau, James C HannonAbstract:Background:The purpose of this study was to examine the effect of a 36-week Comprehensive School Physical Activity Program (CSPAP) on cardiometabolic health markers in children from low-income Schools.Methods:Participants were 217 School-aged children (mean age = 10.1 ± 1.1 years; 114 girls, 103 boys) recruited from 5 low-income elementary Schools. Cardiometabolic health markers were collected in a fasted state at 2 time-points, before commencement of the CSPAP for classroom and School level clustering and the modifying effects of grade level and sex, there were statistically significant improvements in HDL cholesterol (Δ = 3.6 mg/dL, 95% CI: 1.4 mg/dL to 5.8 mg/dL, P = .039), triglycerides (Δ = –14.1 mg/dL, 95% CI: –21.4 mg/dL to –6.8 mg/dL, P = .022), and mean arterial pressure (Δ = –4.3 mmHg, 95% CI: –8.5 mmHg to –0.1 mmHg, P = .041) following the 36-week CSPAP intervention. Sixth-grade children showed decreases in LDL cholesterol (Δ = –15.3 mg/dL, 95% CI: –30.5 mg/dL to –0.1 mg/dL, P = .033).Conclusio...
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the effect of a Comprehensive School physical activity program on physical activity and health related fitness in children from low income families
Journal of Physical Activity and Health, 2016Co-Authors: Timothy A Brusseau, James C Hannon, Ryan D BurnsAbstract:Background:The purpose of this study was to examine the effect of a Comprehensive School Physical Activity Program (CSPAP) on physical activity and health-related fitness (HRF) in children from low-income families.Methods:Participants included 1390 children recruited from kindergarten through sixth grade (mean age = 8.4 ± 1.8 years). Physical activity measures were collected at baseline and at 6 weeks and 12 weeks after program implementation, and HRF measures were collected at baseline and at 12 weeks after program implementation.Results:There were significant but weak-to-moderate increases in step counts (mean difference = 603.1 steps, P < .001, d = 0.39) and moderate-to-vigorous physical activity (mean difference = 4.9 minutes, P < .001, d = 0.39) at 12 weeks compared with baseline. There were also significant but moderate increases in Progressive Aerobic Cardiovascular Endurance Run laps (mean difference = 6.5 laps, P < .001, d = 0.47) at 12 weeks compared with baseline. Generalized mixed models respe...
Brian Rowan - One of the best experts on this subject based on the ideXlab platform.
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School improvement by design lessons from a study of Comprehensive School reform programs
Consortium for Policy Research in Education, 2009Co-Authors: Brian Rowan, Richard Correnti, R J D Miller, Eric M CamburnAbstract:This CPRE report is a reprint of a chapter that originally appeared as Chapter 49 of the Handbook of Education Policy Research, edited by Gary Sykes, Barbara Schneider, and DavidN.Plank and published for theAmerican Educational Research Association by Routledge Publishers in 2009. The reprinted chapter presents key findings from A Study of Instructional Improvement, a study that was conducted under the auspices of the Consortium for Policy Research in Education and directed by Brian Rowan, David K. Cohen, and Deborah Loewenberg Ball (all at the University of Michigan).This study examined the design, implementation, and instructional effectiveness of three of America’s most widely disseminated Comprehensive School reform programs (the Accelerated Schools Project,America’s Choice, and Successful forAll) over a four year period that encompassed the School years 2000–2001 through 2003–2004. During the course of the study, data were collected in 115 elementary Schools in every region of the United States,with more than 5,300 teachers, 800 School leaders, and 7,500 students and their families participating.
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opening up the black box literacy instruction in Schools participating in three Comprehensive School reform programs
American Educational Research Journal, 2007Co-Authors: Richard Correnti, Brian RowanAbstract:This study examines patterns of literacy instruction in Schools adopting three of America’s most widely disseminated Comprehensive School reform (CSR) programs (the Accelerated Schools Project, America’s Choice, and Success for All). Contrary to the view that educational innovations seldom affect teaching practices, the study found large differences in literacy instruction between teachers in America’s Choice Schools and comparison Schools and between teachers in Success for All Schools and comparison Schools. In contrast, no differences in literacy teaching practices were found between teachers in Accelerated Schools Project Schools and comparison Schools. On the basis of these findings and our knowledge of the implementation support strategies pursued by the CSR programs under study, we conclude that well-defined and well-specified instructional improvement programs that are strongly supported by on-site facilitators and local leaders who demand fidelity to program designs can produce large changes in t...
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organizational strategies for promoting instructional change implementation dynamics in Schools working with Comprehensive School reform providers
American Educational Research Journal, 2007Co-Authors: Brian Rowan, R J D MillerAbstract:This article develops a conceptual framework for studying how three Comprehensive School reform (CSR) programs organized Schools for instructional change and how the distinctive strategies they pursued affected implementation outcomes. The conceptual model views the Accelerated Schools Project as using a system of cultural control to produce instructional change, the America's Choice program as using a model of professional control, and the Success for All program as using a model of procedural control. Predictable differences in patterns of organizing for instructional improvement emerged across Schools working with these three programs, and these patterns were found to be systematically related to patterns of program implementation. In particular, the two CSR programs that were organized to produce instructional standardization produced higher levels of instructional change in the Schools where they worked. The results of the study suggest organizational strategies program developers can use to obtain i...
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distributed leadership in Schools the case of elementary Schools adopting Comprehensive School reform models
Educational Evaluation and Policy Analysis, 2003Co-Authors: Eric M Camburn, Brian Rowan, James TaylorAbstract:This is a study of distributed leadership in the context of elementary Schools' adoption of Comprehensive School reforms (CSR). Most CSRs are designed to configure School leadership by defining formal roles, and we hypothesized that such programs activate those roles by defining expectations for and socializing (e.g., through professional development) role incumbents. Configuration and activation were further hypothesized to influence the performance of leadership functions in Schools. Using data from a study of three of the most widely adopted CSR models, support was found for the configuration and activation hypotheses. Leadership configuration in CSR Schools differed from that of nonCSR Schools in part because of the addition of model-specific roles. Model participation was also related to the performance of leadership functions as principals in CSR Schools and CSR-related role incumbents were found to provide significant amounts of instructional leadership. Further support for the activation hypothesi...
Timothy A Brusseau - One of the best experts on this subject based on the ideXlab platform.
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trends in physical activity health related fitness and gross motor skills in children during a two year Comprehensive School physical activity program
Journal of Science and Medicine in Sport, 2018Co-Authors: Timothy A Brusseau, James C Hannon, Yi Fang, Kahyun Nam, Sara Goodrum, Ryan D BurnsAbstract:Abstract Objectives The purpose of this study was to examine the trends in School-day step counts, health-related fitness, and gross motor skills during a two-year Comprehensive School Physical Activity Program (CSPAP) in children. Design Longitudinal trend analysis. Methods Participants were a sample of children (N = 240; mean age = 7.9 ± 1.2 years; 125 girls, 115 boys) enrolled in five low-income Schools. Outcome variables consisted of School day step counts, Body Mass Index (BMI), estimated VO2 Peak, and gross motor skill scores assessed using the Test of Gross Motor Development-3rd Edition (TGMD-3). Measures were collected over a two-year CSPAP including a baseline and several follow-up time-points. Multi-level mixed effects models were employed to examine time trends on each continuous outcome variable. Markov-chain transition models were employed to examine time trends for derived binary variables for School day steps, BMI, and estimated VO2 Peak. Results There were statistically significant time coefficients for estimated VO2 Peak (b = 1.10 mL/kg/min, 95% C.I. [0.35 mL/kg/min–2.53 mL/kg/min], p = 0.009) and TGMD-3 scores (b = 7.8, 95% C.I. [6.2–9.3], p Conclusions A two-year CSPAP related to increases in cardio-respiratory endurance and TGMD-3 scores. School day steps and BMI were primarily stable across the two-year intervention.
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effect of Comprehensive School physical activity programming on cardiometabolic health markers in children from low income Schools
Journal of Physical Activity and Health, 2017Co-Authors: Ryan D Burns, Timothy A Brusseau, James C HannonAbstract:Background:The purpose of this study was to examine the effect of a 36-week Comprehensive School Physical Activity Program (CSPAP) on cardiometabolic health markers in children from low-income Schools.Methods:Participants were 217 School-aged children (mean age = 10.1 ± 1.1 years; 114 girls, 103 boys) recruited from 5 low-income elementary Schools. Cardiometabolic health markers were collected in a fasted state at 2 time-points, before commencement of the CSPAP for classroom and School level clustering and the modifying effects of grade level and sex, there were statistically significant improvements in HDL cholesterol (Δ = 3.6 mg/dL, 95% CI: 1.4 mg/dL to 5.8 mg/dL, P = .039), triglycerides (Δ = –14.1 mg/dL, 95% CI: –21.4 mg/dL to –6.8 mg/dL, P = .022), and mean arterial pressure (Δ = –4.3 mmHg, 95% CI: –8.5 mmHg to –0.1 mmHg, P = .041) following the 36-week CSPAP intervention. Sixth-grade children showed decreases in LDL cholesterol (Δ = –15.3 mg/dL, 95% CI: –30.5 mg/dL to –0.1 mg/dL, P = .033).Conclusio...
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infusing cspap knowledge training and research into doctoral pete
The Journal of Physical Education Recreation & Dance, 2017Co-Authors: Timothy A BrusseauAbstract:This article will highlight ways in which the University of Utah has collaboratively promoted and prepared doctoral students to teach and conduct research on Comprehensive School physical activity programs (CSPAPs). Specifically, the article addresses the coursework, assistantships/practical experiences, and research requirements that are used to prepare Ph.D. candidates to train physical education teacher education students in all aspects of a CSPAP.
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the effect of a Comprehensive School physical activity program on physical activity and health related fitness in children from low income families
Journal of Physical Activity and Health, 2016Co-Authors: Timothy A Brusseau, James C Hannon, Ryan D BurnsAbstract:Background:The purpose of this study was to examine the effect of a Comprehensive School Physical Activity Program (CSPAP) on physical activity and health-related fitness (HRF) in children from low-income families.Methods:Participants included 1390 children recruited from kindergarten through sixth grade (mean age = 8.4 ± 1.8 years). Physical activity measures were collected at baseline and at 6 weeks and 12 weeks after program implementation, and HRF measures were collected at baseline and at 12 weeks after program implementation.Results:There were significant but weak-to-moderate increases in step counts (mean difference = 603.1 steps, P < .001, d = 0.39) and moderate-to-vigorous physical activity (mean difference = 4.9 minutes, P < .001, d = 0.39) at 12 weeks compared with baseline. There were also significant but moderate increases in Progressive Aerobic Cardiovascular Endurance Run laps (mean difference = 6.5 laps, P < .001, d = 0.47) at 12 weeks compared with baseline. Generalized mixed models respe...
Marg Schwartz - One of the best experts on this subject based on the ideXlab platform.
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essential conditions for the implementation of Comprehensive School health to achieve changes in School culture and improvements in health behaviours of students
BMC Public Health, 2016Co-Authors: Kate Storey, Marg Schwartz, Paul J Veugelers, Genevieve Montemurro, Jenn Flynn, Erin Wright, Jill Osler, Erica RobertsAbstract:Comprehensive School Health (CSH) is an internationally recognized framework that holistically addresses School health by transforming the School culture. It has been shown to be effective in enhancing health behaviours among students while also improving educational outcomes. Despite this effectiveness, there is a need to focus on how CSH is implemented. Previous studies have attempted to uncover the conditions necessary for successful operationalization, but none have described them in relation to a proven best practice model of implementation that has demonstrated positive changes to School culture and improvements in health behaviours. The purpose of this research was to identify the essential conditions of CSH implementation utilizing secondary analysis of qualitative interview data, incorporating a multitude of stakeholder perspectives. This included inductive content analysis of teacher (n = 45), principal (n = 46), and School health facilitator (n = 34) viewpoints, all of whom were employed within successful CSH project Schools in Alberta, Canada between 2008 and 2013. Many themes were identified, here called conditions, that were divided into two categories: ‘core conditions’ (students as change agents, School-specific autonomy, demonstrated administrative leadership, dedicated champion to engage School staff, community support, evidence, professional development) and ‘contextual conditions’ (time, funding and project supports, readiness and prior community connectivity). Core conditions were defined as those conditions necessary for CSH to be successfully implemented, whereas contextual conditions had a great degree of influence on the ability for the core conditions to be obtained. Together, and in consideration of already established ‘process conditions’ developed by APPLE Schools (assess, vision, prioritize; develop and implement an action plan; monitor, evaluate, celebrate), these represent the essential conditions of successful CSH implementation. Overall, the present research contributes to the evidence-base of CSH implementation, ultimately helping to shape its optimization by providing School communities with a set of understandable essential conditions for CSH implementation. Such research is important as it helps to support and bolster the CSH framework that has been shown to improve the education, health, and well-being of School-aged children.
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from best practice to next practice the effectiveness of School based health promotion in improving healthy eating and physical activity and preventing childhood obesity
International Journal of Behavioral Nutrition and Physical Activity, 2012Co-Authors: Christina Fung, Marg Schwartz, Kate Storey, Stefan Kuhle, Connie Lu, Megan Purcell, Paul J VeugelersAbstract:Background In 2005, we reported on the success of Comprehensive School Health (CSH) in improving diets, activity levels, and body weights. The successful program was recognized as a "best practice" and has inspired the development of the Alberta Project Promoting active Living and healthy Eating (APPLE) Schools. The project includes 10 Schools, most of which are located in socioeconomically disadvantaged areas. The present study examines the effectiveness of a CSH program adopted from a "best practice" example in another setting by evaluating temporal changes in diets, activity levels and body weight.
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implementing Comprehensive School health teachers perceptions of the alberta project promoting active living and healthy eating in Schools apple Schools
Revue phénEPS PHEnex Journal, 2011Co-Authors: Kate E Storey, Marg Schwartz, Hilde Spitters, Ceara Cunningham, Paul J VeugelersAbstract:Childhood obesity is a major public health challenge worldwide and has been linked to numerous health consequences. As such, promotion of health and prevention of disease is a priority. Comprehensive School Health (CSH) is recognized as a multilevel prevention strategy and has been shown to reduce overweight among students; however, there is a need to evaluate the process of implementation. Therefore, the purpose of this study was to examine teachers’ perceptions of the implementation of a CSH project, the Alberta Project Promoting active Living and healthy Eating in Schools (APPLE Schools). Participants were 45 teaching staff who took part in focus groups. Teachers identified students as central to APPLE Schools and themes that affected implementation included: building support; defining roles; leadership; embedding in School culture; and engaging stakeholders. Teachers were very supportive of APPLE Schools and had a clear sense of facilitating factors, barriers and solutions to enhance implementation. L’obesite juvenile constitue un enjeu majeur de sante publique a l’echelle mondiale, ayant ete associee a de nombreux problemes de sante. En ce sens, la promotion de la sante et la prevention des maladies ont pris une tres grande importance. L’approche globale de sante en milieu scolaire est reconnue comme une strategie de prevention multi-niveaux dont l’aptitude a reduire le taux d’embonpoint chez les eleves a ete demontree. Il importe toutefois d’evaluer le processus de mise en œuvre de cette approche. Cette etude visait a examiner ce que les enseignants pensent de la mise en œuvre d’un projet d’approche globale de sante en milieu scolaire appele Alberta Project Promoting active Living and healthy Eating in Schools (ecoles APPLE). Le projet reunissait 45 membres du personnel enseignant participants a des entrevues de groupe. Les enseignants ont affirme que les eleves jouaient un role de premier plan dans le cadre du projet APPLE; ils ont egalement identifie divers elements ayant des incidences sur la mise en œuvre : le renforcement de l’appui; la definition des roles; le leadership; l’insertion dans la culture de l’ecole et l’engagement des groupes interesses. Les enseignants appuyaient fortement le projet des ecoles APPLE et avaient une tres bonne idee des facteurs habilitants, des obstacles et des solutions favorisant sa mise en œuvre..
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tailoring and implementing Comprehensive School health the alberta project promoting active living and healthy eating in Schools
Revue phénEPS PHEnex Journal, 2010Co-Authors: Marg Schwartz, Nandini D Karunamuni, Paul J VeugelersAbstract:Comprehensive School Health (CSH) is an intervention approach that moves beyond classroom-based health education models to a more integrated approach of health promotion. However, the effectiveness of CSH approaches is inconclusive, and well-designed studies are critical to justify their broader implementation. CSH program elements also need to take into consideration the individual context of Schools. This paper details the implementation of the Alberta Project Promoting active Living & healthy Eating in Schools (APPLE) project where interventions were tailored to ten elementary Schools in Alberta, Canada. School Health Facilitators were placed in Schools to implement customized health promotion strategies that acknowledge the unique needs and barriers to healthy living in Schools. The primary goals of the project are to improve health behaviors among children and to increase the capacity to promote health-related behaviors in Schools. The project will also contribute to the evidence base of the effectiveness of CSH. L’approche globale axee sur la sante en milieu scolaire est une intervention qui va au-dela des modeles de cours de sante traditionnels et qui mise sur une approche integree en matiere de promotion de la sante. Puisque l’efficacite de l’approche globale axee sur la sante n’a pas ete entierement demontree, les etudes de fond hesitent encore a en recommander la mise en œuvre a grande echelle. Les elements de programme de cette approche doivent egalement tenir compte du contexte particulier de chaque ecole. Cet article relate la mise en place d’un programme de promotion de la vie active et de l’alimentation saine en milieu scolaire (projet APPLE) et explique en quoi les interventions ont ete adaptees pour repondre aux besoins specifiques de dix ecoles elementaires de la province de l’Alberta, au Canada. Des agents de sante ont ete affectes aux ecoles et charges d’adapter les strategies de promotion de la vie saine aux besoins et difficultes uniques de chaque ecole. Ce projet vise avant tout a ameliorer la sante des enfants et a aider les ecoles a mieux promouvoir l’adoption de comportements sains en milieu scolaire. Les resultats de ce projet enrichiront egalement les bases de donnees probantes et aideront a confirmer la pertinence de l’approche globale axee sur la sante en milieu scolaire.
