Bachouri-Muniesa Hisham, Lhuisset Léna, Aibar Alberto, Fabre Nicolas, Asún-Dieste Sonia, Bois Julien E, Verloigne Maïté, Clemente José Antonio Julián, Dubertrand Lionel, Ribeiro José Carlos, García Bengoechea Enrique, Ibor-Bernalte Eduardo, Zaragoza Javier
Department of Didactics of the Musical, Plastic and Corporal Expression, Faculty of Human Sciences and Education, EFYPAF Research Group, University of Zaragoza, 22003 Huesca, Spain.
Laboratory Movement, Equilibre, Performance, Santé (MEPS), Faculty of Sciences and Techniques of Physical and Sports Activities (STAPS), e2s, University of Pau and Pays de l'Adour, 65000 Tarbes, France.
Behav Sci (Basel). 2023 Mar 28;13(4):290. doi: 10.3390/bs13040290.
Adolescents around the world do not engage in sufficient physical activity and the Spanish context is no exception. Understanding the educational context as a complex system, school-based multi-level and multi-component interventions seem to be an effective strategy to reverse this trend. Moreover, a co-creational approach seems to facilitate the mobilization of community partnerships and the engagement of stakeholders in the intervention process. This study aims to describe the dissemination, implementation, and evaluation process of an effective school-based intervention program in another setting using the replicating effective programs framework and a co-participatory approach. This study will be conducted in two Spanish secondary schools located in the region of Aragon (experimental vs. control school) in a sample of adolescents in the second grade (13-14 years old). To evaluate the effectiveness, different health behaviors such as physical activity, sleep, sedentary time with screens, nutrition, and psychosocial variables will be quantitatively measured at baseline and after the implementation of the intervention. Qualitative methods will also be used to better understand the implementation process and the co-creation approach, as well as to provide insights into the sustainability of the intervention program. The current study has the potential to provide strong information about the dissemination, implementation, and evaluation process of school-based programs to promote healthy behaviors among adolescents.
世界各地的青少年都没有进行足够的体育活动，西班牙的情况也不例外。将教育环境理解为一个复杂的系统，基于学校的多层次、多组成部分的干预措施似乎是扭转这一趋势的有效策略。此外，共同创造的方法似乎有助于调动社区伙伴关系，并使利益相关者参与干预过程。本研究旨在使用复制有效项目框架和共同参与方法，描述在另一个环境中一个有效的基于学校的干预项目的传播、实施和评估过程。本研究将在阿拉贡地区的两所西班牙中学（实验学校与对照学校）对二年级青少年（13 - 14岁）样本进行。为了评估有效性，将在基线和干预实施后对不同的健康行为进行定量测量，如体育活动、睡眠、屏幕久坐时间、营养和心理社会变量。还将使用定性方法来更好地理解实施过程和共同创造方法，并为干预项目的可持续性提供见解。当前的研究有可能提供关于基于学校的项目在青少年中促进健康行为的传播、实施和评估过程的有力信息。
