Geldhof E, Cardon G, De Bourdeaudhuij I, De Clercq D
Department of Movement and Sport Sciences, Ghent University, Gent, Belgium.
Eura Medicophys. 2007 Sep;43(3):369-79. Epub 2007 May 1.
The study's first objective was to evaluate class teachers' efforts to promote good body mechanics after a structured back education program was finished and to evaluate whether their support during follow-up resulted in better intervention effects at 1-year follow-up. Secondary, the stability of intervention effects on children's back posture knowledge, fear-avoidance beliefs and back pain reports following a 2-school-year multi-factorial back education program was evaluated at 1-year follow-up. An additional focus was put on what young children learned about good body mechanics in the obligatory school curriculum compared to intensive back posture promotion.
The quasi-experimental study included at baseline 398 elementary schoolchildren aged 8-11 years. The back education program consisted of 13 h back education and the stimulation of postural dynamism in the class through support and environmental changes lasting 2 school-years. Controls received the obligatory curriculum, not including back education. Evaluation consisted of a questionnaire, which was filled out by 121 intervention children and 124 controls at baseline, post-test and follow-up. Teachers were interviewed at the end of the follow-up school-year.
Teachers continued with initiatives to increase postural dynamism in the class when they had been instructed about that matter. However, teachers' efforts to continue the promotion of good body mechanics showed no additional effect on children's knowledge. Improved back posture knowledge demonstrated stability at 1-year follow-up. Whereas the obligatory curriculum provided children with fundamental postural knowledge, the back posture program added important aspects. Fear-avoidance beliefs and self-reported pain were not increased at 1-year follow-up.
The stable intervention effects point out that intensive implementation of a structured multifactorial back education program in the elementary school curriculum is effective.
本研究的首要目标是评估在一个结构化的背部教育项目结束后，班主任为促进良好身体力学所做的努力，并评估他们在随访期间的支持是否会在1年随访时带来更好的干预效果。其次，在1年随访时评估了经过一个为期两学年的多因素背部教育项目后，对儿童背部姿势知识、恐惧回避信念和背痛报告的干预效果的稳定性。另外一个重点是，与强化背部姿势促进相比，在义务学校课程中，幼儿学到了哪些关于良好身体力学的知识。
这项准实验研究在基线时纳入了398名8至11岁的小学生。背部教育项目包括13小时的背部教育，以及通过支持和环境改变在课堂上激发姿势活力，持续两个学年。对照组接受义务课程，不包括背部教育。评估包括一份问卷，121名干预组儿童和124名对照组儿童在基线、测试后和随访时填写。在随访学年结束时对教师进行了访谈。
当教师接受了关于该事项的指导后，他们会继续采取措施在课堂上增加姿势活力。然而，教师继续促进良好身体力学的努力对儿童的知识没有额外影响。改善后的背部姿势知识在1年随访时表现出稳定性。虽然义务课程为儿童提供了基本的姿势知识，但背部姿势项目增加了重要方面。在1年随访时，恐惧回避信念和自我报告的疼痛没有增加。
稳定的干预效果表明，在小学课程中密集实施结构化的多因素背部教育项目是有效的。
