Pathways curriculum and family interventions to promote healthful eating and physical activity in American Indian schoolchildren

Sally M. Davis, Theresa Clay, Mary Smyth, Joel Gittelsohn, Vivian Arviso, Hilary Flint-Wagner, Bonnie Holy Rock, Richard A. Brice, Lauve Metcalfe, Dawn Stewart, Maihan Vu, Elaine J. Stone

Research output: Contribution to journalArticle

Abstract

Background. Pathways, a multisite school-based study aimed at promoting healthful eating and increasing physical activity, was a randomized field trial including 1704 American Indian third to fifth grade students from 41 schools (21 intervention, 20 controls) in seven American Indian communities. Methods. The intervention schools received four integrated components: a classroom curriculum, food service, physical activity, and family modules. The curriculum and family components were based on Social Learning Theory, American Indian concepts, and results from formative research. Process evaluation data were collected from teachers (n = 235), students (n = 585), and families. Knowledge, Attitudes, and Behavior Questionnaire data were collected from 1150 students including both intervention and controls. Results. There were significant increases in knowledge and cultural identity in children in intervention compared to control schools with a significant retention of knowledge over the 3 years, based on the results of repeating the third and fourth grade test items in the fifth grade. Family members participated in Family Events and take-home activities, with fewer participating each year. Conclusion. A culturally appropriate school intervention can promote positive changes in knowledge, cultural identity, and self-reported healthful eating and physical activity in American Indian children and environmental change in school food service.

Original languageEnglish (US)
JournalPreventive Medicine
Volume37
Issue numberSUPPL. 1
DOIs
StatePublished - Dec 2003

Fingerprint

North American Indians
Curriculum
Eating
Exercise
Food Services
Students
Research

Keywords

  • American Indian
  • Curriculum
  • Diet
  • Elementary schoolchildren
  • Family
  • Health promotion
  • Obesity prevention
  • Physical activity

ASJC Scopus subject areas

  • Medicine(all)

Cite this

Pathways curriculum and family interventions to promote healthful eating and physical activity in American Indian schoolchildren. / Davis, Sally M.; Clay, Theresa; Smyth, Mary; Gittelsohn, Joel; Arviso, Vivian; Flint-Wagner, Hilary; Rock, Bonnie Holy; Brice, Richard A.; Metcalfe, Lauve; Stewart, Dawn; Vu, Maihan; Stone, Elaine J.

In: Preventive Medicine, Vol. 37, No. SUPPL. 1, 12.2003.

Research output: Contribution to journalArticle

Davis, SM, Clay, T, Smyth, M, Gittelsohn, J, Arviso, V, Flint-Wagner, H, Rock, BH, Brice, RA, Metcalfe, L, Stewart, D, Vu, M & Stone, EJ 2003, 'Pathways curriculum and family interventions to promote healthful eating and physical activity in American Indian schoolchildren', Preventive Medicine, vol. 37, no. SUPPL. 1. https://doi.org/10.1016/j.ypmed.2003.08.011
Davis, Sally M. ; Clay, Theresa ; Smyth, Mary ; Gittelsohn, Joel ; Arviso, Vivian ; Flint-Wagner, Hilary ; Rock, Bonnie Holy ; Brice, Richard A. ; Metcalfe, Lauve ; Stewart, Dawn ; Vu, Maihan ; Stone, Elaine J. / Pathways curriculum and family interventions to promote healthful eating and physical activity in American Indian schoolchildren. In: Preventive Medicine. 2003 ; Vol. 37, No. SUPPL. 1.
@article{875038f05e8a4f0c9806b466872df090,
title = "Pathways curriculum and family interventions to promote healthful eating and physical activity in American Indian schoolchildren",
abstract = "Background. Pathways, a multisite school-based study aimed at promoting healthful eating and increasing physical activity, was a randomized field trial including 1704 American Indian third to fifth grade students from 41 schools (21 intervention, 20 controls) in seven American Indian communities. Methods. The intervention schools received four integrated components: a classroom curriculum, food service, physical activity, and family modules. The curriculum and family components were based on Social Learning Theory, American Indian concepts, and results from formative research. Process evaluation data were collected from teachers (n = 235), students (n = 585), and families. Knowledge, Attitudes, and Behavior Questionnaire data were collected from 1150 students including both intervention and controls. Results. There were significant increases in knowledge and cultural identity in children in intervention compared to control schools with a significant retention of knowledge over the 3 years, based on the results of repeating the third and fourth grade test items in the fifth grade. Family members participated in Family Events and take-home activities, with fewer participating each year. Conclusion. A culturally appropriate school intervention can promote positive changes in knowledge, cultural identity, and self-reported healthful eating and physical activity in American Indian children and environmental change in school food service.",
keywords = "American Indian, Curriculum, Diet, Elementary schoolchildren, Family, Health promotion, Obesity prevention, Physical activity",
author = "Davis, {Sally M.} and Theresa Clay and Mary Smyth and Joel Gittelsohn and Vivian Arviso and Hilary Flint-Wagner and Rock, {Bonnie Holy} and Brice, {Richard A.} and Lauve Metcalfe and Dawn Stewart and Maihan Vu and Stone, {Elaine J.}",
year = "2003",
month = "12",
doi = "10.1016/j.ypmed.2003.08.011",
language = "English (US)",
volume = "37",
journal = "Preventive Medicine",
issn = "0091-7435",
publisher = "Academic Press Inc.",
number = "SUPPL. 1",

}

TY - JOUR

T1 - Pathways curriculum and family interventions to promote healthful eating and physical activity in American Indian schoolchildren

AU - Davis, Sally M.

AU - Clay, Theresa

AU - Smyth, Mary

AU - Gittelsohn, Joel

AU - Arviso, Vivian

AU - Flint-Wagner, Hilary

AU - Rock, Bonnie Holy

AU - Brice, Richard A.

AU - Metcalfe, Lauve

AU - Stewart, Dawn

AU - Vu, Maihan

AU - Stone, Elaine J.

PY - 2003/12

Y1 - 2003/12

N2 - Background. Pathways, a multisite school-based study aimed at promoting healthful eating and increasing physical activity, was a randomized field trial including 1704 American Indian third to fifth grade students from 41 schools (21 intervention, 20 controls) in seven American Indian communities. Methods. The intervention schools received four integrated components: a classroom curriculum, food service, physical activity, and family modules. The curriculum and family components were based on Social Learning Theory, American Indian concepts, and results from formative research. Process evaluation data were collected from teachers (n = 235), students (n = 585), and families. Knowledge, Attitudes, and Behavior Questionnaire data were collected from 1150 students including both intervention and controls. Results. There were significant increases in knowledge and cultural identity in children in intervention compared to control schools with a significant retention of knowledge over the 3 years, based on the results of repeating the third and fourth grade test items in the fifth grade. Family members participated in Family Events and take-home activities, with fewer participating each year. Conclusion. A culturally appropriate school intervention can promote positive changes in knowledge, cultural identity, and self-reported healthful eating and physical activity in American Indian children and environmental change in school food service.

AB - Background. Pathways, a multisite school-based study aimed at promoting healthful eating and increasing physical activity, was a randomized field trial including 1704 American Indian third to fifth grade students from 41 schools (21 intervention, 20 controls) in seven American Indian communities. Methods. The intervention schools received four integrated components: a classroom curriculum, food service, physical activity, and family modules. The curriculum and family components were based on Social Learning Theory, American Indian concepts, and results from formative research. Process evaluation data were collected from teachers (n = 235), students (n = 585), and families. Knowledge, Attitudes, and Behavior Questionnaire data were collected from 1150 students including both intervention and controls. Results. There were significant increases in knowledge and cultural identity in children in intervention compared to control schools with a significant retention of knowledge over the 3 years, based on the results of repeating the third and fourth grade test items in the fifth grade. Family members participated in Family Events and take-home activities, with fewer participating each year. Conclusion. A culturally appropriate school intervention can promote positive changes in knowledge, cultural identity, and self-reported healthful eating and physical activity in American Indian children and environmental change in school food service.

KW - American Indian

KW - Curriculum

KW - Diet

KW - Elementary schoolchildren

KW - Family

KW - Health promotion

KW - Obesity prevention

KW - Physical activity

UR - http://www.scopus.com/inward/record.url?scp=10744220592&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=10744220592&partnerID=8YFLogxK

U2 - 10.1016/j.ypmed.2003.08.011

DO - 10.1016/j.ypmed.2003.08.011

M3 - Article

C2 - 14636806

AN - SCOPUS:10744220592

VL - 37

JO - Preventive Medicine

JF - Preventive Medicine

SN - 0091-7435

IS - SUPPL. 1

ER -