A Community-Based Participatory Research Intervention to Promote Physical Activity Among Rural Children: Theory and Design

The development and validation of an academic, work health sciences, and community intentions scale for out-of-school-time (OST) participants

This study applies Exploratory Factor Analysis (EFA) to examine the internal structure and reliability of an academic, work, and community intentions scale for a cohort of out-of-school-time (OST) academic/STEM enrichment program participants (N = 533). This study utilizes the SPSS and SAS statistical software packages for comparative analysis. Both provide evidence of a three-factor model for intentions--Academic, Work/Health Science, and Community (i.e., the AWHSCI). The ordinal Cronbach's alpha reliability coefficients were excellent or good. Non-parametric tools were employed to determine differences in participants' academic, work/health science, and community intentions by race and gender.

Participatory curriculum development for health and independent living for disabled people: a qualitative study of participant experiences

Participatory curriculum development is an approach that draws on participatory research philosophy by engaging members of intended audiences in the curriculum development process. This is a fairly new approach to curriculum development, which has seldom been applied in health promotion and, to our knowledge, has not previously been used to develop curriculum with disabled people. In this project, participatory curriculum development was used to both develop a new curriculum and revise an existing curriculum for in-person, web-based delivery. We engaged in this process with Center for Independent Living staff members, twelve of whom we interviewed post-engagement. We assessed the development process for equitable engagement and sharing of power and identified three relevant main themes: learning, collaborating, and empowering. Our project partners engaged collaboratively in project development and believed the curriculums would empower their intended end-users. However, they desired greater sharing of power during the process to create an equitable experience.

A Controlled Evaluation of a CBPR Intervention's Effects on Physical Activity and the Related Psychosocial Constructs Among Minority Children in an Underserved Community

BACKGROUND

Effective physical activity interventions are needed for children because health behaviors track into adulthood, and risk factors for diseases begin early in life. No study has determined whether an intervention designed using a Community-Based Participatory Research approach can improve moderate to vigorous physical activity (MVPA) and the related psychosocial constructs in underserved children. This study determined whether improvements in MVPA and related psychosocial constructs (self-efficacy, knowledge, beliefs, attitudes, and skills) occurred following a Community-Based Participatory Research intervention in underserved, rural children. It was then determined if these constructs were mediators of MVPA.

METHODS

Two fifth-grade classes at a school (n = 19 and n = 20) were randomly assigned to an intervention or comparison group. The intervention group participated in a 4-week intervention designed to improve MVPA (wGT3X-BT accelerometer; ActiGraph, Pensacola, FL) and the related psychosocial constructs (written survey). Groups were assessed prior to and immediately following the intervention.

RESULTS

There were no differences at baseline between groups. MVPA (30.0 [4.4] min), knowledge, and skill scores were significantly higher in the intervention group compared with the comparison group at follow-up (P < .05). Knowledge and skills were mediating variables of MVPA.

CONCLUSIONS

Priority should be placed on research that determines the sustained impact of similar Community-Based Participatory Research interventions.