Baker Elizabeth A, Elliott Michael, Barnidge Ellen, Estlund Amy, Brownson Ross C, Milne Anne, Kershaw Freda, Hashimoto Derek
College for Public Health and Social Justice, Saint Louis University, 3545 Lafayette Avenue, St. Louis, MO 63130.
Brown School, Division of Public Health Sciences and Siteman Cancer Center, Washington University School of Medicine, Washington University in St. Louis, One Brookings Drive, Campus Box 1196, St. Louis, MO 63130.
J Sch Health. 2017 Jul;87(7):538-545. doi: 10.1111/josh.12522.
Schools are an important setting for improving behaviors associated with obesity, including physical activity. However, within schools there is often a tension between spending time on activities promoting academic achievement and those promoting physical activity.
A community-based intervention provided administrators and teachers with a training on evidence-based public health and then collaborated with them to identify and implement environmental (walking track) and local school policy interventions (brain breaks). The evaluation included conducting in-depth interviews and SOPLAY observations to assess the facilitators and barriers and impact of the dissemination of environmental and policy changes.
Individual, organizational, intervention, and contextual factors influenced dissemination. Teachers reported that brain breaks increased student focus and engagement with classroom material and decreased student behavioral problems. Students decreased sedentary behavior and increased vigorous behavior. Of the 4 schools, 2 increased walking.
Active dissemination of environmental and policy interventions by engaging school administrators and teachers in planning and implementation shows potential for increasing physical activity in rural school settings.
学校是改善与肥胖相关行为（包括体育活动）的重要场所。然而，在学校内部，在花时间开展促进学业成绩的活动和促进体育活动的活动之间往往存在矛盾。
一项基于社区的干预措施为管理人员和教师提供了基于证据的公共卫生培训，然后与他们合作确定并实施环境干预措施（步行道）和当地学校政策干预措施（课间休息）。评估包括进行深入访谈和SOPLAY观察，以评估环境和政策变化传播的促进因素、障碍及影响。
个体、组织、干预和背景因素影响了传播。教师报告说，课间休息提高了学生的注意力和对课堂材料的参与度，并减少了学生的行为问题。学生减少了久坐行为，增加了剧烈运动行为。在4所学校中，有2所学校的步行量增加了。
通过让学校管理人员和教师参与规划和实施来积极传播环境和政策干预措施，显示出在农村学校环境中增加体育活动的潜力。
