Ward D S, Saunders R, Felton G M, Williams E, Epping J N, Pate R R
Department of Nutrition, University of North Carolina at Chapel Hill, Chapel Hill, NC 28599-7461, USA.
Health Educ Res. 2006 Dec;21(6):896-910. doi: 10.1093/her/cyl134. Epub 2006 Nov 10.
Physical activity levels begin to decline in childhood and continue falling throughout adolescence, with girls being at greatest risk for inactivity. Schools are ideal settings for helping girls develop and maintain a physically active lifestyle. This paper describes the design and implementation of 'Lifestyle Education for Activity Program', or LEAP. LEAP used a health team approach with participatory strategies to provide training and support, instructional capacity building and opportunities to adapt school instructional program and environmental supports to local needs. The social-ecological model, based on social cognitive theory, served as the organizing framework for the LEAP intervention and elements of the coordinated school health program model as intervention channels. For the 12 intervention schools, LEAP staff documented 191 visits and interactions with 850 individuals over the 2-year period. Teachers reported successful implementation of most components of the intervention and demonstrated optimism for sustainability. These results indicate that a facilitative approach to intervention implementation can be used successfully to engage school personnel, and to change instructional programs and school environments to increase the physical activity level of high school girls.
身体活动水平在儿童期开始下降，并在整个青春期持续下降，女孩缺乏身体活动的风险最大。学校是帮助女孩培养和保持积极身体活动生活方式的理想场所。本文描述了“活动生活方式教育项目”（LEAP）的设计与实施。LEAP采用健康团队方法和参与式策略来提供培训与支持、进行教学能力建设，并提供机会使学校教学项目和环境支持适应当地需求。基于社会认知理论的社会生态模型作为LEAP干预的组织框架，协调学校健康项目模型的要素作为干预渠道。在为期两年的时间里，LEAP工作人员记录了在12所干预学校与850人进行的191次访问和互动。教师报告称干预的大多数组成部分都得到了成功实施，并对可持续性表现出乐观态度。这些结果表明，一种促进性的干预实施方法可以成功用于促使学校人员参与进来，并改变教学项目和学校环境，以提高高中女生的身体活动水平。
