Health Education: Effects on Classroom Climate and Physical Activity

Autor/inn/en	Efstathiou, Nicholas T.; Risvas, Grigorios S.; Theodoraki, Eleni-Maria M.; Galanaki, Evangelia P.; Zampelas, Antonios D.
Titel	Health Education: Effects on Classroom Climate and Physical Activity
Quelle	In: Health Education Journal, 75 (2016) 7, S.799-810 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8969
DOI	10.1177/0017896916628576
Schlagwörter	Health Education; Classroom Environment; Elementary School Students; Grade 3; Grade 4; Metropolitan Areas; Physical Activity Level; Life Style; Television Viewing; Video Games; Intervention; Control Groups; Foreign Countries; Correlation; Nutrition; Health Behavior; Outcomes of Education; Socioeconomic Status; Statistical Analysis; Questionnaires; Probability; Multivariate Analysis; Greece (Athens); My Class Inventory + Suchen Sie Ihr Suchwort? Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Klassenklima; Unterrichtsklima; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Ballungsraum; Lebensstil; Fernsehkonsum; Video game; Videospiel; Videospiele; Ausland; Korrelation; Ernährung; Health behaviour; Gesundheitsverhalten; Lernleistung; Schulerfolg; Socio-economic status; Sozioökonomischer Status; Statistische Analyse; Fragebogen; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Multivariate Analyse
Abstract	Objective: The objective of this study was to investigate the relationship between classroom psychological climate and the physical and sedentary behaviour of primary school students after the implementation of an innovative education programme regarding nutrition and physical activity. Design: Randomised controlled trial. Setting: Study participants were 729 students, aged 8-10 years, in the third and fourth grade of 30 public primary schools in the Athens Metropolitan Area. Methods: Students were randomly assigned to three study groups: an Intensive Intervention Group (IIG) that underwent an intensive nutrition and physical activity education programme delivered by specialised personnel and teachers, an Intervention Group (IG) that underwent a less intensive programme delivered by their regular teacher and a Control Group (CG) that received no instruction. Classroom Psychological Climate (CPC) was measured in all groups, and the data regarding physical activity and sedentary lifestyle habits, such as the time spent viewing TV or video games (screen time), were recorded. Results: Friction declined and satisfaction increased significantly after the intervention in the IG compared with the CG. There was no significant difference in physical activity and screen time between the groups. Daily screen time was positively associated with increased friction, which is a measure of conflicts between students in the school environment. Conclusion: A school nutrition and physical activity education programme was shown to decrease friction by decreasing daily screen time and increasing outdoor activities. These findings also suggest that teachers alone may be more effective in delivering optional health education programmes than specialised personnel and instructors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01