The Battle River Project

The Battle River Project

Year 1 Overview and BackgroundJanuary 30, 2008

Camrose, AB

Year 1 Overview and BackgroundJanuary 30, 2008

Camrose, AB

WHAT

is a blender?

“…an electric kitchen appliance with rotating blades used for puréeing, liquefying, or finely chopping.”(Oxford Canadian Dictionary, 1998)

What is

the PURPOSE

of a blender?

“…combine compatible ingredients to produce something that tastes good!”(Doug’s Dictionary of Mixology, 2007)

WHAT is a school?

“An institution for educating or giving instruction, especially one for students under 19 years.”(Oxford Canadian Dictionary, 1998)

What is the PURPOSE of a school?

“…ensure that students attain the knowledge and skills required for lifelong learning, work and citizenship.”(Alberta Education Business Plan: 2006-2009)

YOUTH MEETING PHYSICALACTIVITY GUIDELINES(60 min MVPA 5 days/wk)

YOUTH MEETING PHYSICALACTIVITY GUIDELINES(60 min MVPA 5 days/wk)

0

10

20

30

40

50

60

70

11 yrboys

13 yrboys

15 yrboys

11 yrgirls

13 yrgirls

15 yrgirls

Canada

USA

0

10

20

30

40

50

60

70

11 yrboys

13 yrboys

15 yrboys

11 yrgirls

13 yrgirls

15 yrgirls

Canada

USA

%

Young People’s Health in Context: HBSC. WHO, 2004

Children purchasing lunches at schools 39% more overweight 39% more obesity

Children purchasing lunches at schools 39% more overweight 39% more obesity

Nutrition?Nutrition?

Measured Overweight Ages 2-17 years

Measured Overweight Ages 2-17 years

CPHI. Promoting Health Weights. 2006.

O

ITY

PREVALE

INDIVIDUAL

EnergyExpenditure

POPULATION

%

OBESE

OR

UNDERWTFood

intake :Nutrient density

FACTORSINTERNATIONAL

Development

Globalizationof

markets

SchoolFood &Activity

WORK/SCHOOL/

HOME

Infections

Labour

Worksite Food & Activity

LeisureActivity/Facilities

Agriculture/Gardens/Local markets

COMMUNITYLOCALITY

Health Care

System

PublicSafety

PublicTransport

Manufactured/Imported Food

Sanitation

NATIONAL/REGIONAL

Food & Nutrition

Urbanization

Education

Health

Social Security

Transport

Family &Home

NationalNationalperspectivperspectivee

Media &CultureMedia

programs& advertising

Source: see Kumanyika Ann Rev Pub Health 2001; 22:293-308

Pre-intervention

Post-intervention

School based promotion of healthy eating and active

living

School based promotion of healthy eating and active

living

TV Physical environmentPhys Ed?

Social environment

modeling

BullyingFriends

Lunches from home

teachers

Extra-curricular

School transport

Urban / Rural

nutrition

vending machine

intramurals Principal

self esteemdemographicssocial

determinants

academics School store

Negative experiences

School based promotion of healthy eating and active

living

School based promotion of healthy eating and active

living

Pre-intervention

Post-intervention

Practitioner’s work: types of activitiestarget groups involvementplanningcollaboration and partnershipsbarriers

What is REALLY going on here?

HOW is the intervention implemented?

Give us something to do!

Ever Active SchoolsEver Active Schools A Health Promoting Schools approach

to creating Healthy Active School Communities

in Alberta

A Health Promoting Schools approach to creating

Healthy Active School Communities in Alberta

Vision

Alberta students live, learn and play in healthy, active school communities.

Mission Statement

The Ever Active Schools Program facilitates the development of healthy children and youth by fostering social and physical environments that support healthy active school communities.

Health Promoting SchoolsHealth Promoting Schools

Instruction

Environment

Services/supports

home

school community

Health Promoting SchoolsHealth Promoting Schools

A whole school approach where health promotion is addressed by all stakeholders over a long period of time through intense integration, coordination, and enhancements to

Curriculum and teaching methodsSocial & physical environmentsFamily, school, and community partnerships and services

A whole school approach where health promotion is addressed by all stakeholders over a long period of time through intense integration, coordination, and enhancements to

Curriculum and teaching methodsSocial & physical environmentsFamily, school, and community partnerships and services

Health Promoting Schools involve

Health Promoting Schools involve

Champion(s) in school

Facilitation of planning processes

Evidence-based, promising practice

Evaluation

Champion(s) in school

Facilitation of planning processes

Evidence-based, promising practice

Evaluation

The Battle River ProjectThe Battle River Project

Multi-level partnershipBattle River School DistrictEver Active SchoolsEast Central Health

Funded byAlberta’s Active Living StrategyAlberta Healthy School Community Wellness Fund

Multi-level partnershipBattle River School DistrictEver Active SchoolsEast Central Health

Funded byAlberta’s Active Living StrategyAlberta Healthy School Community Wellness Fund

Key QuestionKey Question

How can the school environment and health behaviors (healthy eating, active living and mental health) of children and youth be positively improved when a Health Promoting Schools model, the Ever Active Schools Program, is implemented with School District support?

How can the school environment and health behaviors (healthy eating, active living and mental health) of children and youth be positively improved when a Health Promoting Schools model, the Ever Active Schools Program, is implemented with School District support?

Ecological Model (Bronfenbrenner, 1977; Kelly, 1990; Sallis & Owen, 1997) Individual Social Organizational Community Public policy

Action Research (Smits, 1997; A.R. Guide for Alberta Teachers, 2000) Trigger Reflect Plan Action Data collection

Ecological Model (Bronfenbrenner, 1977; Kelly, 1990; Sallis & Owen, 1997) Individual Social Organizational Community Public policy

Action Research (Smits, 1997; A.R. Guide for Alberta Teachers, 2000) Trigger Reflect Plan Action Data collection

Theories

Physical Environment

Ecological Model Focus on Social and Organizational (micro-policy) to

effect individual behaviours Trudeau & Shepard (2005) – school an effective

setting to increase MVA in PE, extra-curricular, active transport and community facilities

Veugelers & Fitzgerald (2005) – multi-leveled (micro-policy, social, organizational) intervention reduced overweight by 59% and obesity by 72%

Stewart-Brown (2006) – overview of world-wide HPS (essentially ecological in structure) initiatives for effectiveness: Physical Activity Nutrition Mental Health Promotion

Ecological Model Focus on Social and Organizational (micro-policy) to

effect individual behaviours Trudeau & Shepard (2005) – school an effective

setting to increase MVA in PE, extra-curricular, active transport and community facilities

Veugelers & Fitzgerald (2005) – multi-leveled (micro-policy, social, organizational) intervention reduced overweight by 59% and obesity by 72%

Stewart-Brown (2006) – overview of world-wide HPS (essentially ecological in structure) initiatives for effectiveness: Physical Activity Nutrition Mental Health Promotion

Theory Justification

Action Research Focus on Social and Organizational (micro-

policy) to effect individual Smits (1997): “Action research is a form of

theory and practice engaged with real life; practical questions and issues (p. 282)”

Catelli, Padovano & Costello (2000): role of collaboration to permit change and improvement at all levels with the goal being improvement (EAS, Schools, BRSD, RHA)

Franks, et. al. (2007): lessons from CATCH, Planet Health and Not-On-Tobacco

Action Research Focus on Social and Organizational (micro-

policy) to effect individual Smits (1997): “Action research is a form of

theory and practice engaged with real life; practical questions and issues (p. 282)”

Catelli, Padovano & Costello (2000): role of collaboration to permit change and improvement at all levels with the goal being improvement (EAS, Schools, BRSD, RHA)

Franks, et. al. (2007): lessons from CATCH, Planet Health and Not-On-Tobacco

Theory Justification

Structure Partnership between EAS, BRSD, ECH, UofA 3 year project / $105,000 each year Provide support to schools/teachers for PA, MW & HE Work with BRSD and ECH to set policy and process Essentially a quasi-experimental feasibility study… Multiple measures Possible embedded case studies Year 1, 2 & 3 measurements of student health

Intervention EAS / ECH facilitation and resource support Promising practices and collaboration with all partners Part-time staff position Action research principles for on-going improvement

Structure Partnership between EAS, BRSD, ECH, UofA 3 year project / $105,000 each year Provide support to schools/teachers for PA, MW & HE Work with BRSD and ECH to set policy and process Essentially a quasi-experimental feasibility study… Multiple measures Possible embedded case studies Year 1, 2 & 3 measurements of student health

Intervention EAS / ECH facilitation and resource support Promising practices and collaboration with all partners Part-time staff position Action research principles for on-going improvement

What it looks like…

ProcessProcess

Year 1 (2007-2008) Sign up schools, set up steering committee, initiate

planning, measure baseline Year 2 (2008-2009)

District policy, school sharing, revised planning Year 3 (2009-2010)

Continue revision of plans due to evaluation, measurement of students, promising and best practice

Sustainability BRSD plan and process for ongoing support

Year 1 (2007-2008) Sign up schools, set up steering committee, initiate

planning, measure baseline Year 2 (2008-2009)

District policy, school sharing, revised planning Year 3 (2009-2010)

Continue revision of plans due to evaluation, measurement of students, promising and best practice

Sustainability BRSD plan and process for ongoing support

SupportsSupports

District support to implement healthy initiatives in schools

Curriculum supports Nutrition expertise Release time for planning/networking/sharing Workshops, resources, promising practices Working on priority issues in your school Working towards the vision of your school –

developing a game plan for your school Measurement and evaluation

District support to implement healthy initiatives in schools

Curriculum supports Nutrition expertise Release time for planning/networking/sharing Workshops, resources, promising practices Working on priority issues in your school Working towards the vision of your school –

developing a game plan for your school Measurement and evaluation

Your RoleYour Role

Plan and implement a Health Promoting Schools approach with the help of project coordinator and project team.

Administer and review school capacity and student health measures.

Contribute to the growth and success of the project.

Plan and implement a Health Promoting Schools approach with the help of project coordinator and project team.

Administer and review school capacity and student health measures.

Contribute to the growth and success of the project.

Capacity Measures Common measure of school capacity for health

promotion (where are we now?) Done by every school in the BRSD

Surveys Survey measures of individuals (students, staff) Physical Activity, Mental Wellbeing & Healthy eating

(self-report)

Other Accelerometer / pedometer measurement BMI

Links with other Projects Make the Healthy Choice the Easy Choice (10 schools) AHW Study (100 schools)

Capacity Measures Common measure of school capacity for health

promotion (where are we now?) Done by every school in the BRSD

Surveys Survey measures of individuals (students, staff) Physical Activity, Mental Wellbeing & Healthy eating

(self-report)

Other Accelerometer / pedometer measurement BMI

Links with other Projects Make the Healthy Choice the Easy Choice (10 schools) AHW Study (100 schools)

Measurement

Health Promoting SchoolsHealth Promoting Schools

“Let us rethink school health away from kits and projects to solve problems and use the school as an ongoing setting where health is created, supportive environments are built, partnerships made and many skills are learned. Then we might be able to say this is what school communities can realistically do to build the health and wellbeing of their students now and into the future.”(Leger, 2004)

“Let us rethink school health away from kits and projects to solve problems and use the school as an ongoing setting where health is created, supportive environments are built, partnerships made and many skills are learned. Then we might be able to say this is what school communities can realistically do to build the health and wellbeing of their students now and into the future.”(Leger, 2004)

It’s up to YOU…

What will you put into the blender?

More importantly, what do you hope to pour out?

It’s up to YOU…

What will you put into the blender?

More importantly, what do you hope to pour out?