The Battle River Project Year 1 Overview and Background January 30, 2008 Camrose, AB Year 1 Overview...
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![Page 1: The Battle River Project Year 1 Overview and Background January 30, 2008 Camrose, AB Year 1 Overview and Background January 30, 2008 Camrose, AB.](https://reader036.fdocuments.in/reader036/viewer/2022081603/56649e565503460f94b4dc3e/html5/thumbnails/1.jpg)
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
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WHAT
is a blender?
“…an electric kitchen appliance with rotating blades used for puréeing, liquefying, or finely chopping.”(Oxford Canadian Dictionary, 1998)
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What is
the PURPOSE
of a blender?
“…combine compatible ingredients to produce something that tastes good!”(Doug’s Dictionary of Mixology, 2007)
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WHAT is a school?
“An institution for educating or giving instruction, especially one for students under 19 years.”(Oxford Canadian Dictionary, 1998)
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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)
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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
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Children purchasing lunches at schools 39% more overweight 39% more obesity
Children purchasing lunches at schools 39% more overweight 39% more obesity
Nutrition?Nutrition?
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Measured Overweight Ages 2-17 years
Measured Overweight Ages 2-17 years
CPHI. Promoting Health Weights. 2006.
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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
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Pre-intervention
Post-intervention
School based promotion of healthy eating and active
living
School based promotion of healthy eating and active
living
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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
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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!
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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
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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.
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Health Promoting SchoolsHealth Promoting Schools
Instruction
Environment
Services/supports
home
school community
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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
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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
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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
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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?
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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
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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
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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
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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…
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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
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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
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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.
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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
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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)
![Page 29: The Battle River Project Year 1 Overview and Background January 30, 2008 Camrose, AB Year 1 Overview and Background January 30, 2008 Camrose, AB.](https://reader036.fdocuments.in/reader036/viewer/2022081603/56649e565503460f94b4dc3e/html5/thumbnails/29.jpg)
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?