Obesity Prevention Programs for Children and Youth: Why Are Their Results so Modest?

Autor/in	Thomas, Helen
Titel	Obesity Prevention Programs for Children and Youth: Why Are Their Results so Modest?
Quelle	In: Health Education Research, 21 (2006) 6, S.783-795 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-1153
DOI	10.1093/her/cyl143
Schlagwörter	Program Design; Obesity; Physical Activities; Prevention; Parent Participation; Program Effectiveness; Parent School Relationship; Data Analysis; Nutrition; Eating Habits; Health Promotion; Literature Reviews; Research Needs; Children; Adolescents; Research Problems + Suchen Sie Ihr Suchwort? Programme design; Programmaufbau; Programmplanung; Adipositas; Prävention; Vorbeugung; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Auswertung; Ernährung; Ernährungsgewohnheit; Essgewohnheit; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Forschungsbedarf; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Forschungskritik
Abstract	The purpose of this paper is to critically reflect upon the mixed/modest results of the primary studies related to the effectiveness of physical activity enhancement and improving nutritional intake in obesity prevention programs for children and youth. The results of a recent review of this topic that included 57 randomized controlled trials provide the basis for this discussion. Only four primary studies reported both statistically and clinically significant outcome differences between intervention and comparison groups. Although there are some similarities, there are differences among the four studies. These differences relate to program duration, frequency and intensity, targeted age of participants and level of involvement of students, the school as a community/institution and parents. Frequent methodological limitations of the studies included inadequate sample selection, lack of masking of outcome assessors, inappropriate data analysis and lack of important sub-analyses. Program design and implementation issues included lack of monitoring of program integrity and "dose" received by participants. Theoretical basis for interventions were rarely stated and never used to explain the results. The effectiveness of parental involvement is unclear. The question of statistical versus clinical significance needs to be addressed by clinical experts. Based on this reflection, several potential future directions are outlined. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10