Effects of a School-Based Intervention on Latino Youth Physical Activity Behaviors

Abstract

0726 Physical activity (PA) is a Leading Health Indicator of Healthy People 2010. Youth PA levels decline through the teenage years with Latino youth reporting less PA than Whites. A culturally appropriate intervention could prove effective in helping Latino youth adopt and maintain PA. PURPOSE: To determine if a culturally appropriate school-based intervention increases the self-reported levels of PA in 9th grade Latino youth. METHODS: Students (N = 332; 239 treatment, 93 control) from 2 primarily (> 80%) Latino schools served as subjects. The experimental students received a modified form of Salud Para Su Corazón (For the Health of Your Heart), a Latino communitybased cardiovascular health initiative from the NHLBI. Nine lessons were distributed across the entire academic year, integrated with health and life skills courses. Questions from YRBSS were used to measure changes from pre- to post, treatment, and across genders. A 2×2×2 mixed model ANOVA was used to investigate the effect of prepost, treatment, and gender (and all possible interactions) on self-reported days of participation in moderate (M) and vigorous (V) PA in the previous week. RESULTS: Students reported increased (p < .001) M and V PA at the post-test compared to the pre-test. The treatment did not have a statistically significant effect on M (p < .09) or V (p < .12) PA. The experimental students tended to report greater increases in V PA following intervention (p < .08) compared to the controls. Males reported higher levels of V PA (p < .05). There were no other significant interactions. The observed power for each test was less than .50 for tests of effects related to the treatment. The Effect Sizes for M and V PA were greater than .30 for the treatment students and only .18 (M) and .09 (V) PA from pre- to post measurement. CONCLUSION: The treatment effect may have been moderated by the lack of continuous intervention. Lessons may need to be focused and reinforced continuously throughout the school year rather than delivered within the general curriculum. Results suggest some potential effect on student PA behaviors as a result of the intervention. Supported in part by NAHGP Grant No. N003 from the Texas Higher Education Coordinating Board