The Perceived Impact of I am Moving, I am Learning on Physical Activity and Family Involvement: A Preliminary Investigation.

Abstract

The purpose of this study was to determine the perceived impact of I am Moving, I am Learning (IMIL) on physical activity (PA) levels, along with family and community involvement in a Head Start program in Illinois. Employing qualitative methods, data were collected via a parent/caregiver survey and program staff focus groups in Rock Island, Illinois. IMIL was perceived to have made an impact in several areas including knowledge, health-related behaviors, and supportive school and home environments. A positive impact also was reported regarding 6 types of family involvement (parenting, communicating, decision making, volunteering, community collaboration, and learning at home). Participants in the study reported that IMIL contributed to increased levels of PA and family/community involvement. The participants perceived that the use of IMIL helped parents/caregivers and their children become healthier, by improving the whole family's activity levels. Faculty and staff also reported that there were few barriers related to the implementation and sustainability of IMIL use in childcare settings.