Texas ICAN! Initial Evaluation of an Active Curriculum

德克萨斯州 ICAN！

• 批准号: 7103212
• 负责人: John B. Bartholomew
• 金额: $ 22.03万
• 依托单位: UNIVERSITY OF TEXAS AT AUSTIN
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-07-01 至 2008-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7103212
• 关键词: academic achievement; actigraphy; behavioral /social science research tag; body physical activity; clinical research; curriculum; education evaluation /planning; elementary school; health behavior; health education; human subject; middle childhood (6-11)

DESCRIPTION (provided by applicant): High stakes standardized testing has placed many schools in the difficult position of choosing academic goals over time spent being physically active. This environment creates a barrier to the adoption of interventions to increase physical activity. Children's physical activity need not be sacrificed to achieve academic goals. Texas I-CAN! is designed to achieve curricular goals through movement, with chidren experiencing 10-15 min of MVPA during each academic lesson. The success of this intervention is dependent upon adequate teacher implementation. The Theory of Planned Behavior will be used to guide the teacher intervention to support implementation, with the constructs of social norms and perceived behavioral control specifically targeted. This proposal is, therefore, designed to determine the effects of the Texas I-CAN! curriculum relative to a no-intervention control on levels of in-class physical activity and the impact of teacher implementation on this effect. BMI and standardized test scores will serve as secondary outcomes. We will utilize 8 schools, matched on size, SES, and ethnicity, that are assigned to condition within each pair. From these schools, we will recruit approximately 44 teachers and 660 3rd grade students, with comparisons occurring between Hispanic and Caucasian male and female students. Thus, ethnicity and gender, along with BMI category, will serve as blocking variables in the 4-level, hierarchical analysis. Activity will be determined by 5-day, in-school monitoring with pedometers, supplemented with a randomly selected sub-group using accelerometery (n=160). Data collection will occur for each school over 1 year, prior to and following a 6 month intervention. The results will provide an initial evaluation of Texas I-CAN! and indicate the adequacy of our protocol for implementation. They will also provide effect size and ICC estimations for future power analyses. Thus, these data will form the basis of a future efficacy trail, in conjunction with dietary interventions, on BMI. This research represents the next logical step in the development of a adjunct to the elementary school curriculum that utilizes physical activity to reach academic goals. If shown to impact children's physical activity, the resulting curriculum will provide an easy to disseminate tool to aid in the battle against childhood obesity.

描述（由申请人提供）：高风险的标准化测试使许多学校陷入了困难的境地，即选择学术目标而不是花在身体活动上的时间。这种环境对采取干预措施来增加身体活动造成了障碍。无需为了实现学业目标而牺牲儿童的身体活动。德克萨斯州我可以！旨在通过运动实现课程目标，孩子们在每节学术课中体验 10-15 分钟的 MVPA。这种干预的成功取决于教师的充分实施。计划行为理论将用于指导教师干预以支持实施，并有针对性地构建社会规范和感知行为控制。因此，该提案旨在确定德克萨斯州 I-CAN! 的影响！课程相对于对课堂体育活动水平的无干预控制以及教师实施对此效果的影响。 BMI 和标准化考试成绩将作为次要结果。我们将利用 8 所学校，根据规模、社会经济地位和种族进行匹配，并根据每对学校的条件进行分配。我们将从这些学校招募大约 44 名教师和 660 名三年级学生，并对西班牙裔和白人男女学生进行比较。因此，种族和性别以及 BMI 类别将作为 4 级分层分析中的阻塞变量。活动将通过为期 5 天的校内计步器监测来确定，并辅以使用加速度计随机选择的小组 (n=160)。每所学校将在为期 6 个月的干预之前和之后收集超过 1 年的数据。结果将提供德克萨斯州 I-CAN 的初步评估！并指出我们的协议是否足以实施。他们还将为未来的功效分析提供效应大小和 ICC 估计。因此，这些数据将与饮食干预一起构成未来 BMI 疗效试验的基础。这项研究代表了开发小学课程辅助手段的下一个合乎逻辑的步骤，该辅助手段利用体育活动来实现学业目标。如果研究结果能影响儿童的身体活动，那么由此产生的课程将提供一种易于传播的工具，以帮助对抗儿童肥胖。