Comparison of Online and Face-to-Face Dissemination of a Theory-Based After School Nutrition and Physical Activity Training and Curriculum

Abstract

This study was conducted to compare two different online delivery methods to train after school program leaders (ASPLs) to implement a nutrition and physical activity curriculum for children to each other and to a face-to-face (FTF) training model. A three-group design was used in which ASPLs from 12 states were randomized to either standard (n = 34) or an enhanced interaction (n = 31) online training, while a FTF group (n = 24) served as comparison. All ASPLs completed training and implemented curriculum lessons over 16 weeks from March to June 2007. Weekly evaluations and pre and post-intervention questionnaires compared number of lessons implemented, subjective ratings of lesson success, and pre and post leader nutrition and physical activity knowledge. Multivariate linear regression analyses were used for among-group comparisons, paired Ttests for within-group knowledge change. Knowledge scores increased significantly (p < .001) within each group. All ASPLs fulfilled the goal of conducting at least 9 lessons, and they rated 64% of lessons successful. After adjustment, knowledge change and success scores did not differ among groups. Implementation was significantly higher for FTF (+2.23 lessons, p = .013) than for enhanced interaction, but not for standard. Online training for ASPLs, such as the standard condition, are viable means of nutrition and physical activity education and program dissemination.

Funding for this research was provided by grants from the IBM Corporation, Work Family Directions (WFD), New Balance Corporation, and the Atkins Foundation.

In fond memory of Dr. Rick Bell.

Notes

*p value derived from Pearson χ²; **p value derived from one-way analysis of variance (ANOVA); ***with post hoc test.

*p value derived from Pearson chi square.

*p values derived from one-way analysis of variance (ANOVA).

**p values derived from ANOVA post hoc tests.

ŧ Significant within-group difference pre/post (p < .001), p values derived from t tests.

*All models were adjusted for leaders’ employment status, job title, number of children in the program, and whether or not leader reported seeking out suggested supplementary online resources. Variables that were significant in any of the three models were included in each model.

**FTF Group = omitted category.

‡Suburban = omitted category.