Implementing a Nutrition and Physical Activity Curriculum in Head Start Through an Academic‐Community Partnership

Journal of School Health - Tập 87 Số 6 - Trang 465-473 - 2017
Whitney E. Zahnd1, Tracey Smith2,3,4, Susan J Ryherd5, Melissa Cleer6, Valerie E. Rogers7, David E. Steward8
1Center for Clinical Research, Southern Illinois University School of Medicine, PO Box 19664 Springfield IL 62794-9664
2Co-Director, Population Health & Prevention Curriculum
3Family & Community Medicine Medical Student Education and Community Outreach
4Family & Community Medicine Medical Student Education and Community Outreach; Co‐Director, Population Health & Prevention Curriculum; Assistant Professor of Family and Community Medicine Springfield IL 62794‐9671
5Center for Clinical Research, Southern Illinois University School of Medicine Springfield IL 62794-9664
6Office of Community Health and Service Southern Illinois University School of Medicine Springfield IL 62794-9604
7Springfield Public Schools District 186, 900 West Edwards Springfield IL 62704
8Community Health and Service, Office of Community Health and Service Southern Illinois University School of Medicine Springfield IL 62794-9604

Tóm tắt

ABSTRACTBACKGROUNDSchools may be an effective avenue for interventions that prevent childhood obesity. I am Moving I am Learning/Choosy Kids© (IMIL/CK) is a curriculum recommended by Head Start (HS) for education in nutrition, physical activity, and healthy lifestyle habits.METHODSWe formed an academic‐community partnership (ACP), the Springfield Collaborative for Active Child Health, to promote prevention of childhood obesity, in part, to implement the IMIL/CK curriculum in local HS sites. The ACP included a medical school, HS program, public school district, and state health department.RESULTSCommunity‐based participatory research principles helped identify and organize important implementation activities: community engagement, curriculum support, professional teacher training, and evaluation. IMIL/CK was piloted in 1 school then implemented in all local HS sites. All sites were engaged in IMIL/CK professional teacher training, classroom curriculum delivery, and child physical activity assessments. Local HS policy changed to include IMIL/CK in lesson plans and additional avenues of collaboration were initiated. Furthermore, improvements in physical activity and/or maintenance or improvement of healthy weight prevalence was seen in 4 of the 5 years evaluated.CONCLUSIONSAn ACP is an effective vehicle to implement and evaluate childhood obesity prevention programming in HS sites.

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Journal of School Health

Tập 87 Số 6

465-473

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