Using a hybrid design to analyze effectiveness and implementation of a refined energy-balance education module for upper elementary physical education

Abstract

Informed by a previous experiment, this study sought to examine the effectiveness and implementation of a refined energy-balance (EB) education module for upper elementary physical education (PE). The refined module was distributed through a participatory research network to six schools in Iowa (United States) participated in the study and the evaluation followed the type I effectiveness-implementation hybrid design. The PE teachers completed standardized log sheets after delivering each lesson. Students in fourth and fifth grades (n = 570 and n = 586 at baseline and post-test, respectively) completed a written test before and after the experiment, to assess EB knowledge. The overall completion rate of the log sheets was low and varied across lessons, but process data meaningfully informed the implementation. The EB knowledge gain over time was modest and statistically significant in both boys and girls in fourth and fifth grades. The experienced schools showed greater knowledge gains than the naive schools that had not previously been exposed to the EB module. The findings support the potential of the refined EB education module for broader dissemination in elementary schools.

Characterizing Middle School Students' Physical Literacy Development: A Self-Determination Theory-Based Pilot Intervention in Physical Education

“…Grade differences were observed in cognitive and physical domain scores, with sixth graders scoring higher in the physical domain but lower in the cognitive domain than seventh graders. Higher knowledge about PA and fitness in seventh grade than sixth grade appears to be consistent with previous observations (Law et al, 2018 ; Tremblay et al, 2018b ; Chen et al, 2019 ; Zhang et al, 2019 ); however, prior research often reported lower scores for the physical domain (fitness and skills) constructs in older adolescents (Tremblay et al, 2018b ). Such mixed reports of age or grade differences need further empirical research investigation.…”

“…The positive change in overall PL was mainly contributed by improvements shown in the cognitive (d = 0.24), physical (d = 0.25), and affective (d = 0.26) domains. Consistent with previous studies, knowledge and understanding (Demetriou et al, 2015;Kiez, 2015;Chen et al, 2019) and affective domain variables (Sánchez-Oliva et al, 2017;Wainwright et al, 2018) can be improved through school-based interventions. The PL changes, in small effect size, may be due to the possibility that PL development is a life journey and the eightweek workshop could only render small effects.…”

Evaluation of a Large-Scale School Wellness Intervention Through the Consolidated Framework for Implementation Research (CFIR): Implications for Dissemination and Sustainability

“…The process is aimed at helping schools to meet mandates such as the USDA final rule, which tasks schools with developing and evaluating school wellness programs and policies (13,14). Foundational research by our team documented the feasibility of training school leaders (15), the acceptability of educational modules for classroom, physical education, and lunchroom settings (16)(17)(18) and the validity of school readiness and wellness environment assessment tools (19,20). Subsequent studies evaluated alternative implementation strategies (21), the levels of engagement by 4-H leaders (county-level Extension officers who facilitate local-level implementation) assisting in programming (22) and the factors that influenced implementation and scaleup (13).…”

Evaluation of a Large-Scale School Wellness Intervention Through the Consolidated Framework for Implementation Research (CFIR): Implications for Dissemination and Sustainability

“…Previous research has examined: the effectiveness of SWITCH to elicit improvements in children's health behaviors through randomized and nonrandomized trials (12,15,16); the cost-effectiveness and feasibility of moving to an online format for training and implementation (14); acceptability and feasibility of educational modules in the classroom, physical education, and lunchroom settings (17)(18)(19); validity of school readiness and wellness environment assessment tools (20,21); and different implementation strategies to enhance overall implementation (10,11,13).…”