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Journal Article

Citation

O'neill JM, Clark JK, Jones JA. J. Sch. Health 2016; 86(7): 516-525.

Affiliation

Research and Academic Effectiveness, Office of Associate Provost and Dean, University College, Ball State University, Muncie, IN 47306. jjones@bsu.edu.

Copyright

(Copyright © 2016, American School Health Association, Publisher John Wiley and Sons)

DOI

10.1111/josh.12407

PMID

27246676

Abstract

BACKGROUND: In elementary grades, comprehensive health education curricula have demonstrated effectiveness in addressing singular health issues. The Michigan Model for Health (MMH) was implemented and evaluated to determine its impact on nutrition, physical fitness, and safety knowledge and skills.

METHODS: Schools (N = 52) were randomly assigned to intervention and control conditions. Participants received MMH with 24 lessons in grade 4 and 28 more lessons in grade 5 including material focusing on nutrition, physical fitness, and safety attitudes and skills. The 40-minute lessons were taught by the classroom teacher who received curriculum training and provided feedback on implementation fidelity. Self-report survey data were collected from the fourth-grade students (N = 1983) prior to the intervention, immediately after the intervention, and 6 weeks after the intervention, with the same data collection schedule repeated in fifth grade. Analysis of the scales was conducted using a mixed-model approach.

RESULTS: Students who received the curriculum had better nutrition, physical activity, and safety skills than the control-group students. Intervention students also reported higher consumption of fruits; however, no difference was reported for other types of food consumption.

CONCLUSION: The effectiveness of the MMH in promoting fitness and safety supports the call for integrated strategies that begin in elementary grades, target multiple risk behaviors, and result in practical and financial benefits to schools.

© 2016, American School Health Association.


Language: en

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