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The Bogalusa Heart Study, an investigation of 8,000 children, has compiled a large data bank on cardiovascular (CV) risk factors in children during the past 12 years. Precursors of heart disease begin at a young age, with many children already possessing one or more known clinical risk factors--hypertension, obesity, and adverse lipoprotein changes. Having obtained data examining the determinants, distributions, interrelationships and trends over time for CV risk factors, a foundation was provided to address additional questions directed toward intervention strategies. "Heart Smart" is a comprehensive, research-based CV health promotion program testing differential effects of a population (public health) strategy versus a high-risk approach within four elementary schools. The major goal of "Heart Smart" is to reduce CV risk factors in children with an intervention to facilitate the adoption of healthful lifestyles. Objectives, intervention modalities, and design and evaluation procedures for children and adults in a total school environment (K-6) are described.

The effectiveness of a Personalized Fitness Module was compared to a Traditional Fitness Unit, both of which were designed to develop knowledge, behavioral skills, fitness and positive attitudes. 95 students in Grade 5 and from intact physical education/health classes within two public schools participated in a seven-week cardiovascular fitness program. The experimental group of 48 participated in the personalized and noncompetitive fitness module. The control group of 47 participated in the traditional unit, a teacher-centered fitness module. Students received a total of 14 55-min. lessons over seven weeks. Pre- and posttest measurements included the Superkids-Superfit Knowledge Test, the Children's Attitudes Toward Physical Activity Inventory, and the one-mile run/walk. Data were analyzed using group mean gain scores on eight dependent variables (knowledge, six subscales of attitude, and one-mile run/walk) followed by a multivariate analysis of variance. A significant difference between groups led to a discriminant function analysis as a post hoc test. Findings indicated that the use of the personalized unit can substantially improve one-mile run/walk time. The use of modules of this type in health and physical education programs may promote life-long exercise patterns and fitness.

The purpose of this article is twofold: to discuss some current problems with curriculum design in physical education, and to offer some suggestions for model-based attempts to assist the process of implementing new curriculums. The process of curriculum implementation can be broken into two phases, the preoperational stage and the operational stage. Several issues within each of the two stages are discussed, for curriculum changes in general and specifically for physical education. The key elements in curriculum implementation are: support (material and human), change strategies, communication channels, staff development, and instructional planning. Each element has its own role to play in the process, and the lack of any single element will severely hinder the efficacy of the changes desired. The final section of the article presents a model of the curriculum change process as outlined in the text.

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