the receptiveness of school environments to a community-based physical activity intervention...
TRANSCRIPT
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The receptiveness of school environments to a community-
based physical activity intervention programme
Baseline data from a pilot study with
primary schools in Limpopo and
GautengPresenters: Dr. Cathi Draper & Ms. Anna Grimsrud
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Research Team
University of Cape Town – Exercise Science and Sports
MedicineProf. Vicki Lambert
Dr. Cathi DraperMs. Anna Grimsrud
University of the WitwatersrandProf. Michael RudolphDr. Simon NemutandaniMs. Lauren de Kock
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Introduction
• Community Health Intervention Programmes (CHIP’s) Western Cape
• ‘Discovery Healthy Lifestyles Programmes’
• Factors promoting and/or hindering the receptiveness of schools’ physical and social environments
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Intervention and control sites
Limpopo Gauteng
Intervention
Control Intervention
Control
Xivodze Junior PrimaryMafarana Senior Primary
Motupa Kgomo Primary
MC Weiler PrimaryCarter Primary Skeen Primary
Zenzelani PrimaryBovet Primary
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Schools
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Methods
• Situational analysis of the school physical activity environment
• Questionnaire on Community Environment (IPEN)
• Focus groups & semi-structured interviews
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Quantitative findings –
Situational Analyses
Space Equipment Time Nutrition
Limpopo Undeveloped Minimal ConstrainedFeeding scheme
Not ideal
GautengSome
developed
Safety issues
Generally abundant
ConstrainedFeeding scheme
Not ideal
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Qualitative findings – IPEN
• Community differences– Existing links with community projects
• Living conditions – rural vs peri-urban• Access to basic amenities, e.g.
electricity, running water & sanitation• Availability of resources, e.g. equipment
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Community
differences
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Qualitative findings – IPEN
• Community differences– Existing links with community projects
• Living conditions – rural vs peri-urban
• Access to basic amenities, e.g. electricity, running water & sanitation
• Availability of resources, e.g. equipment
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Rural
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Peri-Urban
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Qualitative findings – IPEN
• Community differences– Existing links with community projects
• Living conditions – rural vs peri-urban• Access to basic amenities, e.g.
electricity, running water & sanitation
• Availability of resources, e.g. equipment
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Basic amenities
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Space: developed vs undeveloped
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Qualitative findings – Focus Groups &
interviews• Importance of ongoing & sustainable
training and management• Transfer and internalisation of
knowledge• Impact of knowledge on attitudes,
beliefs & behaviour• Increased self-efficacy of leaders• Leaders as role models for members• Role of training staff
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Factors promoting and hindering receptiveness
• Common to other SA school environments
• Unique to DHLP’s
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Unique factors
• Intersectoral collaboration– Surveillance & evaluation
• Community participation
• Quality of teacher training• Buy-in of teachers• Support for teachers as
leaders• Not a high demand for
equipment, but space is required
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Collaborators
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Fieldworkers
Educators
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Leaders
Clinics
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Unique factors
• Intersectoral collaboration– Surveillance & evaluation
• Community participation• Quality of teacher
training• Buy-in of teachers• Support for teachers
as leaders• Not a high demand for
equipment, but space is required
![Page 23: The receptiveness of school environments to a community-based physical activity intervention programme Baseline data from a pilot study with primary schools](https://reader031.vdocument.in/reader031/viewer/2022032606/56649eba5503460f94bc1a2e/html5/thumbnails/23.jpg)
Sustainability
Development & enhancement of skills
Maximises existing community strengths and
resources
Programme ownership by school and community
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Nutrition
• Secondary focus of CHIPS intervention
• Feeding schemes: policy vs. practice
• Importance and feasibility
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Future research avenues
• Baseline assessment - quantitative & qualitative
• Comparison to national physiological data• Changes attributed to intervention
• Other areas for intervention (e.g. nutrition)• Provide evidence to support expansion
• Factors responsible for intervention fidelity/success
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Thank you