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Issue AddressedOut of School Hours Care (OSHC) is an important setting to promote healthy eating and physical activity. Between 2017 and 2018, The Eat Smart Play Smart (ESPS) resources were disseminated to OSHC services across New South Wales (NSW), Australia. The aim of this study was to evaluate the awareness and usability of ESPS to support OSHC healthy eating and physical activity practices.MethodsAll NSW OSHC services (approximately 1700) were invited to complete an online survey to assess awareness and use of the ESPS resources (manual and online modules). Data were analysed using SPSS (Version 29).ResultsA total of 393 OSHC staff responded to the survey. Most (75%) had used the ESPS resources. Of the 25% who had not used the resources, 63% indicated it was because they did not receive the manual and 52% were not aware of the resources. Of the OSHC services that knew about the resources, 69% indicated that ESPS contributed to their service's ability to meet the Australian National Quality Standards. Respondents identified additional support was required regarding physical activity educational materials and professional learning. Suggestions for improvements included offering content in different formats (e.g., digital).ConclusionThis evaluation identified factors influencing the uptake of the ESPS resources and will inform future interventions for OSHC staff to improve knowledge and practices in healthy eating and physical activity promotion.So What?Our findings will support the optimisation of ESPS resources and inform future development of future healthy eating and physical activity interventions in the OSHC setting.
Issue AddressedOut of School Hours Care (OSHC) is an important setting to promote healthy eating and physical activity. Between 2017 and 2018, The Eat Smart Play Smart (ESPS) resources were disseminated to OSHC services across New South Wales (NSW), Australia. The aim of this study was to evaluate the awareness and usability of ESPS to support OSHC healthy eating and physical activity practices.MethodsAll NSW OSHC services (approximately 1700) were invited to complete an online survey to assess awareness and use of the ESPS resources (manual and online modules). Data were analysed using SPSS (Version 29).ResultsA total of 393 OSHC staff responded to the survey. Most (75%) had used the ESPS resources. Of the 25% who had not used the resources, 63% indicated it was because they did not receive the manual and 52% were not aware of the resources. Of the OSHC services that knew about the resources, 69% indicated that ESPS contributed to their service's ability to meet the Australian National Quality Standards. Respondents identified additional support was required regarding physical activity educational materials and professional learning. Suggestions for improvements included offering content in different formats (e.g., digital).ConclusionThis evaluation identified factors influencing the uptake of the ESPS resources and will inform future interventions for OSHC staff to improve knowledge and practices in healthy eating and physical activity promotion.So What?Our findings will support the optimisation of ESPS resources and inform future development of future healthy eating and physical activity interventions in the OSHC setting.
Background: Physical inactivity in the U.S. poses a significant risk of developing chronic health factors associated with cardiovascular disease. Children from rural communities are especially vulnerable to inactivity. The Hoosier Sport program aims to address this by working to increase physical activity in 6th and 7th grade students in a rural Indiana middle school. Hoosier Sport uses sport participation coupled with health education delivered by college-service learning students to establish healthy behaviors that children can sustain throughout their life. The purpose of this prospective longitudinal study was to evaluate the implementation of Hoosier Sport in a rural middle school, using a multi-component evaluation approach. Methods: This prospective program evaluation study utilized The Consolidated Framework for Implementation Research (CFIR) to assess feasibility outcomes such as recruitment, retention, fidelity, attendance, acceptability, and cost. CFIR was incorporated through surveys completed by Hoosier Sport team members to identify facilitators and barriers. Fidelity was measured using SOSPAN and SOFIT tools. SOSPAN (System for Observation of Staff Promotion of Activity and Nutrition) monitored staff interactions with children during physical education classes. SOFIT (System of Observing Fitness Instruction Time) evaluated the duration and type of activities in each lesson context. For our descriptive analysis, we calculated means and standard deviation for continuous variables and percentages for categorical variables. Results: All feasibility measures met or exceeded the a priori threshold, indicating high success. Fidelity was high among college student implementers and child participants. SOSPAN showed that staff did not use physical activity as punishment, engaged in physical activity 62.5% of the time, provided verbal encouragement 87.5% of the time, and used elimination games only 2.5% of the time. SOFIT revealed significant promotion of moderate-to-vigorous physical activity, with 94% during the 4-week strength training intervention and 95% during the 4-week basketball intervention. The barrier buster tool identified general agreement with most statements, indicating promising system-level acceptability. Conclusion: The study results demonstrate successful feasibility, high fidelity, and promising system-level acceptability. These findings underscore the importance of continued refinement and repeated evaluation of the program in alignment with the ORBIT model. The use of college student implementers presents a sustainable model that benefits all participants involved.
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