Zwischen Wunsch und Wirklichkeit: Die langfristige Umsetzung schulbasierter Präventionsprogramme in der Praxis am Beispiel Klasse2000

Strong and healthy in Primary School Klasse2000 Program, Germany: a Program Impact Pathways (PIP) analysis

BACKGROUND

Developing a Program Impact Pathways (PIP) diagram helps identify and clarify the key objectives, processes, activities, and evaluation indicators of school-based nutrition programs. The Mondelēz International Foundation has recently supported the development of PIP analyses for programs in seven countries around the world. The results were shared with other project organizers at a Healthy Lifestyles Program Evaluation Workshop held in Granada, Spain, 13-14 September 2013, under the auspices of the Mondelēz International Foundation.

OBJECTIVE

The objectives were to develop the PIP assessment of the Strong and Healthy in Primary School Klasse2000 Program in order to refine the primary, secondary, and tertiary objectives of the program; identify Critical Quality Control Points (CCPs); and identify core indicators of the program's impact on healthy lifestyles.

METHODS

The PIP report was developed based on detailed instructions provided prior to the workshop, taking into account the Klasse2000 Program evaluation reports.

RESULTS

The following CCPs were identified: monitoring the qualifications and motivation of teaching staff (external health promoters and schoolteachers); assessing involvement of the students' environmental influences, including families, schools, and sponsors; and assessing the children's healthy lifestyle knowledge, attitudes, and behaviors before and after program exposure. The healthy lifestyle indicators identified were children's knowledge of healthy diets and health-enhancing physical activities; the availability of healthy breakfast and snacks; the frequency of consumption of fruits, vegetables, sweetened and unsweetened drinks,fast food, and sweets, as well as attitudes toward physical activity; and the frequency and extent of physical activity in school and during free time. Body mass index (BMI) was identified as the final outcome indicator.

CONCLUSIONS

Developing a PIP report helped to focus the objectives of the program. Identifying CCPs helped draw attention to the processes linking critical program activities. As a result, plans for the upcoming school year include conducting a PIP-informed survey of participating parents and children to gauge their satisfaction with the program.

Overweight and obesity in children starting school in Augsburg: prevalence and influencing factors

INTRODUCTION

A comprehensive approach to the prevention of overweight and obesity requires identifying the socioeconomic and cultural factors involved. This study set out to determine the prevalence of overweight and obesity among children starting school in Augsburg, Germany. Another aim was to examine influencing factors and any associations between the findings and the children's first language.

METHODS

In the context of the school entry health examination for the 2006/2007 school year, the parents of 2306 children were surveyed by means of an anonymous questionnaire. The investigators documented each child's sex, age, body weight, height, and first language, as well as the preschool attended. The data were evaluated descriptively using SPSS 14.0.

RESULTS

Overall, 13.1% (n = 302) of the children were overweight, including 4.9% (n = 113) who were obese. The prevalence of overweight and obesity was nearly twice as high among children whose first language was not German. Half of all children did not attend a sports or dance group. More than half of the overweight children watched television for one to three hours each day.

DISCUSSION

The prevalence of overweight and obesity differs depending on ethnic origin. Children from immigrant families are a high-risk group. Targeted prevention strategies are necessary for children of elementary school age. Our data may serve as the basis for developing neighborhood or district-wide interventions.