Long-term student outcomes of the Integrated Nutrition and Physical Activity Program

Abstract

Objective: To examine the long-term effects of the Integrated Nutrition and Physical Activity Program (INPAP), a school-based nutrition education program.

Design: Quasi-experimental design comparing intervention and comparison cohorts at 3-6 years after delivery of the INPAP intervention on nutrition- and physical activity-related outcomes.

Setting: This study was conducted in 1 school district in a low-income rural county of ∼15,000 residents in south-central Colorado.

Participants: In second grade, intervention and comparison cohorts included 173 (fall 2000) and 190 (fall 1999) students, respectively. Approximately 60% of these students completed assessments in eighth grade.

Interventions: INPAP is an experiential school-based nutrition education program, grounded in social cognitive theory and Piaget's cognitive development theory and adapted for use in a rural setting.

Outcomes: Nutrition and physical activity knowledge, self-efficacy, attitudes and behaviors, body mass index.

Analysis: Wilcoxon signed rank test, chi-square test for proportions, and t test for means.

Results: Long-term effects were observed in nutrition-related knowledge and attitudes but not self-efficacy or behavior change. The effects that did occur were attenuated over time.

Conclusion and implications: This study found that INPAP implemented in elementary school had limited lasting effects by the end of middle school, a time when students have increased autonomy to make food choices.

Keywords: child; elementary school; nutrition education; overweight; physical activity; rural.