Hopper Chris A, Munoz Kathy D, Gruber Mary B, Nguyen Kim P
Department of Health and Physical Education, Humboldt State University, Arcata, CA 95521, USA.
Res Q Exerc Sport. 2005 Jun;76(2):130-9. doi: 10.1080/02701367.2005.10599275.
This study examined the efficacy of a school-based exercise and nutrition program with a parent component. Third-grade children (N = 238) from six elementary schools participated in the study, with three schools randomly assigned to a program group and the other three schools to a control group. The program group received a health-related fitness school-based program and a home program that required parents and children to complete activities and earn points for nutrition and exercise activities. The control group received their traditional physical education and nutrition education program. Univariate analysis of variance on pre- and posttest scores were completed on the following variables: height, weight, body mass index, skinfold, blood cholesterol, mile run, exercise and nutrition knowledge, calories, protein, carbohydrates, total fat, saturated fat, dietary cholesterol, fiber, sodium, percentage of calories from carbohydrates, and percentage of calories from fat. At pretest, the treatment and control groups did not significantly differ on the measures using schools as the unit of analysis. Girls scored significantly higher than boys on skinfold and pretest knowledge. At posttest, the treatment group scored significantly higher than the control group on exercise and nutrition knowledge and significantly lower than the control group on total fat intake, using schools as the unit of analysis. There was no improvement in physiological measures, including blood cholesterol. The study demonstrated that schools can adjust curriculum to meet some health needs of students and achieve modest changes in exercise and nutrition knowledge and diet. The family component of the program provided a practical approach to improving physical activity and nutrition behaviors for elementary school teachers who teach many participants in a crowded curriculum.
本研究考察了一项包含家长参与部分的校内运动与营养项目的效果。来自六所小学的三年级学生（N = 238）参与了该研究，其中三所学校被随机分配到项目组，另外三所学校被分配到对照组。项目组接受了一项与健康相关的校内健身项目以及一项家庭项目，该家庭项目要求家长和孩子完成活动，并为营养和运动活动赚取积分。对照组接受他们传统的体育教育和营养教育项目。对以下变量的前后测分数进行了单因素方差分析：身高、体重、体重指数、皮褶厚度、血液胆固醇、一英里跑、运动和营养知识、卡路里、蛋白质、碳水化合物、总脂肪、饱和脂肪、膳食胆固醇、纤维、钠、碳水化合物提供的卡路里百分比以及脂肪提供的卡路里百分比。在预测试中，以学校为分析单位，治疗组和对照组在各项测量指标上没有显著差异。在皮褶厚度和预测试知识方面，女孩的得分显著高于男孩。在以学校为分析单位的后测试中，治疗组在运动和营养知识方面的得分显著高于对照组，而在总脂肪摄入量方面的得分显著低于对照组。包括血液胆固醇在内的生理指标没有改善。该研究表明，学校可以调整课程以满足学生的一些健康需求，并在运动和营养知识以及饮食方面实现适度的改变。该项目的家庭部分为小学教师提供了一种切实可行的方法，以改善众多学生在紧凑课程安排下的身体活动和营养行为。
