A Healthy Lifestyle Intervention Delivered by Aspiring Physical Education Teachers to Children from Social Disadvantage: Study Protocol and Preliminary Findings

Abstract

We describe the design of a school-based healthy lifestyle intervention for eight-year-old to nine-year-old school children from lower socio-economic backgrounds, intended to increase physical activity, decrease sedentary behaviours, reduce screen-time behaviours, encourage healthy attitudes and behaviours to nutrition, and reduce body mass index. The intervention complemented the statutory curriculum and was delivered by aspiring Physical Education teachers in partnership with professional teachers. A non-randomised controlled trial of 416 children aged eight to nine years from 24 schools in Northern Ireland was performed. Schools were randomly assigned to one of two groups, an intervention or control, with 12 schools in each group. The intervention group received the 12-week healthy lifestyles programme based on social cognitive theory. Each week children received a one-hour lesson that included moderate to vigorous intensity physical activity. Lessons were progressive and included follow-up, classroom-based activities. As a motivator to be active, the intervention culminated in a visit to the university for a celebration festival with participants from other schools. At baseline and at 12-week follow-up, physical activity, screen-time behaviours, dietary patterns and self-perceptions were assessed. Anthropometric assessments of height and weight were also taken. Preliminary baseline findings showed no differences on self-report physical activity, and accelerometer-observed vigorous, moderate, light and sedentary behaviour, screen-time behaviours, attitudes to nutrition or self-perceptions. We predict that the intervention will increase physical activity, reduce sedentary behaviour, have a positive influence on nutritional behaviour, reduce screen time, regulate body mass index and increase self-perception. With the findings we will provide further information on the effects of a school-based intervention to a sample of children from social and financial disadvantage.

Acknowledgments

The authors would like to thank the primary school principals, teachers and children who participated in the Sport For LIFE programme, the Ulster Sports Academy, Sport for LIFE Student Outreach Officers, the project officers and students involved in the data collection. The study was funded by a grant awarded by The Coca-Cola Foundation.

Notes

1. See www.sportforlifeni.com.

Additional information

Notes on contributors

Gavin Breslin

Dr Gavin Breslin is a Lecturer in Psychology at University of Ulster, Sport and Exercise Science Research Institute

Deirdre Brennan

Dr Deirdre Brennan is a Senior Lecturer in Sport Studies at University of Ulster, Ulster Sports Academy