Evaluation of a school-based physical activity intervention in Alexandra Township

Ce Draper,S Nemutandani,M Rudolph,L De Kock,Ev Lambert,T Kolbe-Alexander,At Grimsrud

doi:10.17159/2078-516x/2010/v22i1a320

Abstract

Objectives. Non-communicable diseases and limited participation in school physical education have become increasing concerns in South Africa. In response to these concerns, a schoolbased physical activity intervention, Healthnutz, was implemented in three primary schools in Alexandra Township, Johannesburg. Evaluation of Healthnutz included assessing its feasibility and acceptability, and short-term changes in learners’ physical fitness, knowledge and attitudes. Methods. To assess feasibility and acceptability, a situational analysis and focus groups with teachers and programme monitors were conducted. Pre-post fitness testing (3-month interval) was conducted with learners, and a questionnaire assessed changes in learners’ knowledge, attitudes, self-efficacy, and perceived barriers to physical activity, in control and intervention schools. Results. At implementation, teachers identified the need for more physical activity in the school environment and were positive about Healthnutz. Follow-up focus group discussions suggested that it was positively impacting teachers, learners and the school in general. Scores for sit and reach (p<0.001), sit ups (p<0.02) and shuttle run (p<0.0001) improved significantly in intervention but not control schools. A significant decrease was observed in learners’ perceived external barriers to physical activity (p<0.0001) along with a positive change in learners’ self-efficacy for physical activity (p<0.05). Conclusions. Healthnutz raised awareness of the importance of physical activity in intervention schools. Findings indicate that even limited exposure to a physical activity intervention can lead to a significant improvement in aspects of learners’ fitness, knowledge, attitudes and perceptions regarding physical activity. Furthermore, training and support of teachers needs to be nonjudgemental and empowering.

Highlights

Non-communicable diseases (NCDs) have become an increasing concern in South Africa.[1]
Physical activity has been linked to the prevention and reduction of these diseases,[5] and the problem of inactivity has been demonstrated throughout the life-course in South Africans, with only 50% of South African secondary school learners reporting participation in weekly physical education.[6]
The findings of this evaluation demonstrate that Healthnutz was largely implemented as intended and that the implementation of Healthnutz in these schools was perceived as meaningful and useful by the teachers. It has raised awareness in teachers, learners and parents of the importance of physical activity, alongside competing health and social priorities, indicating that the Healthnutz programme is an acceptable programme for these schools

Summary

Introduction

Non-communicable diseases (NCDs) have become an increasing concern in South Africa.[1] Despite the apparent rise of NCDs2 and the alarming prevalence of both obesity and physical inactivity in South Africans,[3] even from more disadvantaged communities,[4] there are limited data on successful physical activity interventions in preventing and reducing NCDs in these settings. Physical activity has been linked to the prevention and reduction of these diseases,[5] and the problem of inactivity has been demonstrated throughout the life-course in South Africans, with only 50% of South African secondary school learners reporting participation in weekly physical education.[6]. School-based physical activity interventions are one of the many strategies employed in both developed and developing settings to address the rise of NCDs,[7,8] there is limited literature from developing settings. Within school-based interventions, teachers play a pivotal role in the implementation of these interventions and are acknowledged as an important source of information regarding perceptions of barriers to and factors facilitating school-based physical activity interventions[9] and the promotion of physical activity in the school environment.[10]

Objectives

Methods

Conclusion