Trauma-adapted Comprehensive School Physical Activity Program (CSPAP)

创伤适应综合学校体育活动计划 (CSPAP)

• 批准号: 10309705
• 负责人: Emily Grace Kroshus
• 金额: $ 83.89万
• 依托单位: SEATTLE CHILDREN'S HOSPITAL
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-23 至 2026-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10309705
• 关键词: Accelerometer; Address; Adopted; Age; Black, Indigenous, People of Color; COVID-19; COVID-19 pandemic; Centers for Disease Control and Prevention (U.S.); Cessation of life; Child; Color; Communities; County; Data; Ethnic Origin; Exposure to; Family; Family member; Gender; Goals; Guidelines; Health; Hispanics; Hybrids; Indigenous; Informal Social Control; Intervention; Low income; Maintenance; Measures; Mental Health; Methods; Monitor; Outcome; Pathway interactions; Personal Satisfaction; Persons; Phase; Physical Education; Physical Fitness; Physical activity; Play; Population; Poverty; Race; Reporting; Research Design; Resources; Risk; Schools; Secondary Schools; Self Concept; Socioeconomic Status; Strategic Planning; Students; Symptoms; System; Teacher Professional Development; Testing; Time; Training; Trauma; Vulnerable Populations; Youth; adverse childhood events; anxiety symptoms; base; childhood adversity; community engagement; design; disadvantaged student; effectiveness implementation trial; evidence base; exercise intervention; experience; feasibility testing; fitness; healthy weight; immune function; intervention effect; intervention program; junior high school; literacy; meetings; moderate-to-vigorous physical activity; pandemic disease; peer; physical conditioning; programs; psychosocial; reduce symptoms; resilience; response; school district; sedentary; socioeconomic disadvantage; stressor; system-level barriers; teacher; uptake

PROJECT SUMMARY The COVID-19 pandemic has to-date disproportionately negatively impacted those that experience other intersecting forms of socioeconomic disadvantage and inequity, including youth who identify as Black, Indigenous or as a Person of Color (BIPOC), or whose families are below the poverty line. Among BIPOC youth, these stressors may be experienced in intersection with other adverse childhood experiences (ACEs), and they are also less likely to have resources to mitigate the impact of these stressors. One key, and potentially modifiable, protective pathway to supporting youth resilience during and beyond the COVID-19 pandemic is physical activity (PA), which can support both physical and mental health. Schools are considered central to equitable promotion of PA and the CDC recommends they adopt a Comprehensive School PA Program (CSPAP), an evidence-based framework for how to increase PA before, during, and after school; however only about 3% of US secondary schools have PA practices that include all domains of the CSPAP framework. CSPAP-based interventions have the most barriers to sustainability in low resource school districts that serve student populations that experience intersecting forms of socioeconomic disadvantage. There are three core reasons that existing CSPAP-based approaches are not meeting the needs of this population: youth who have experienced trauma have unique needs in PA settings, (2) physical education teachers require training in trauma-sensitive approaches and (3) Staffing constrains the ability of schools to implement new opportunities for PA. There is thus a critical need to determine how to effectively support schools in low resource communities in increasing PA opportunities, with a particular emphasis on meeting the PA-related needs of youth who have experienced ACEs and trauma related to COVID-19 or otherwise. We have developed and conducted feasibility testing of a trauma-sensitive adaptation of CSPAP, and are proposing a Hybrid Type I implementation-effectiveness trial of this trauma-adapted CSPAP using a stepped-wedge design to compare schools when they are in the intervention versus control phases. We hypothesize that this intervention will increase PA opportunities for students, and they will engage in significantly more (accelerometer-measured) physical activity, demonstrate greater gains in fitness/physical literacy, and report better psychosocial functioning, during the intervention phase versus the control phase. We will also examine differential effects of all student level outcomes by race/ethnicity, family socioeconomic status, and gender. Using a mixed-methods approach, we will explore systems-level barriers and facilitators to successful implementation and maintenance so as to inform continued intervention improvement, sustainability, and scalability. This project would inform best practices related to school-centered promotion of youth PA with the goal of decreasing inequities in youth PA opportunities, health and well-being that is both scalable and has applicability beyond a pandemic.

项目摘要 共同19-19大流行对经历其他经历的人产生了不成比例的负面影响 相交的社会经济劣势和不平等的形式，包括识别为黑人的年轻人 土著或作为有色人种（BIPOC）或其家庭低于贫困线的人。在Bipoc中 青年，这些压力源可能是在与其他不良童年经历（ACE）的交集时经历的， 而且他们也不太可能有减轻这些压力源影响的资源。一个钥匙，然后 在COVID-19期间和之外的支持青年弹性的潜在可修改，保护性途径 大流行是体育锻炼（PA），可以支持身心健康。考虑学校 公平促进PA的中心和CDC建议他们采用全面的学校PA 计划（CSPAP），这是一个基于证据的框架，可在放学前，期间和放学后增加PA； 但是，只有大约3％的美国中学有PA的实践，其中包括CSPAP的所有领域 框架。基于CSPAP的干预措施在低资源学区的可持续性障碍最多 为学生群体提供了与社会经济劣势形式相交的学生人群。有 现有基于CSPAP的方法无法满足该人群的需求的三个核心原因：青年 经历过创伤的人在PA设置中有独特的需求，（2）体育老师需要 对创伤敏感的方法进行培训，（3）人员限制了学校实施新的能力 PA的机会。因此，有迫切需要确定如何有效地支持较低的学校 资源社区增加了PA机会的机会，特别强调与PA相关 经历过与Covid-19或其他情况相关的王牌和创伤的年轻人的需求。我们有 开发并进行了对CSPAP创伤敏感适应的可行性测试，并提出了 使用阶梯式设计设计的This Frauma Apped CSPAP的I型混合I型实施效应试验 在干预阶段与控制阶段进行比较。我们假设这是 干预将为学生增加PA的机会，他们将更多地参与 （加速度计测量）体育活动，表现出更大的健身/身体识字能力，并报告 在干预阶段与控制阶段相比，更好的社会心理功能。我们还将检查 根据种族/种族，家庭社会经济地位和性别，所有学生水平成果的差异影响。 使用混合方法方法，我们将探索成功的系统级障碍和促进者 实施和维护，以告知持续的干预改善，可持续性和 可伸缩性。该项目将为以学校为中心促进青年PA的最佳实践提供信息 减少青年PA机会，健康和福祉的不平等的目标既可以扩展又有 超越大流行的适用性。