Health Behavior and Policy Review最新文献

Objective: In this commentary, we suggest that the unprecedented global impact of the COVID-19 pandemic provides a compelling reason for researchers to stretch beyond usual limits and find new ways to engage in global collaborations.

Methods: We point to data that have emerged on the mental health and economic consequences of the pandemic to illustrate the extent to which these common issues cross national borders. There is high likelihood that these burdens will continue to persist long after the pandemic is declared "over."

Results: We urge researchers, particularly those from countries with higher income economies, to share resources to increase international collaborative research efforts. We present a case study of an ongoing project and offer some lessons learned for individual investigators.

Conclusion: Global problems require global solutions. The COVID-19 pandemic is a global crisis that should prompt researchers to engage in science and research across national borders.

Objective: Navajo children are at increased risk for obesity, in part due to limited access to healthy foods. School garden interventions have been shown to increase access to fresh fruit and vegetables and consumption of healthy foods. Our study describes the development and pilot testing of a school garden intervention for Navajo elementary school children.

Methods: We reviewed existing school garden interventions and conducted formative research with students, caregivers, and school staff to inform the intervention. The intervention consisted of a garden built at the school and a yearlong curriculum on gardening and healthy eating. We pilot tested the intervention in an elementary school on the Navajo Nation.

Results: Formative research revealed the importance of incorporating Diné culture, including traditional growing practices and the preparation of traditional foods into the curriculum. School staff also stressed the value of tying the curriculum to state and Diné educational standards. Students enjoyed opportunities for hands-on activities and snack preparation.

Conclusions: Schools have a meaningful role to play in addressing childhood obesity disparities among Navajo children. School-based interventions that draw on cultural strengths and include healthy traditional practices can be a promising strategy for increasing fruit and vegetable consumption.

Objective: In this study, we explore parent perception of children's physical activity and screen time during COVID-19 stay-at-home orders.

Methods: We interviewed 16 parents of children ages 5-12 years in the St. Louis, Missouri region using snowball sampling. We sampled from rural, urban, and suburban areas. The interviews were recorded, transcribed, and analyzed using a priori and emergent codes.

Results: The transition to virtual school and work transformed daily activities. Physical education requirements varied, generally perceived as not contributing to overall physical activity. Parents perceived the amount of physical activity as the same or increased but reported an increase in screen time. The physical environment of the home, yard, and neighborhood emerged as a theme as did the social environment for physical activity.

Conclusions: COVID-19 stay-at-home orders created challenges for children's physical activity. Results can be used to inform more generalizable studies and serve as a basis for creating better parent resources to support their children's physical activity outside of ordinary school, sport, and community activity opportunities.

Objective: In this study, we examined students' fitness, body mass index (BMI), and demographics as predictors of observed time on-task (TOT) behaviors as an indicator of behavioral inattention.

Methods: We collected demographics, fitness estimates, and BMI from 2020 fourth-graders (Mean age = 8.6 (SD = 0.5); 47% girls; 49% white) from 28 schools. We measured TOT through momentary time sampling observations. Three-level linear models were conducted to determine whether characteristics predicted differences in TOT. We tested interactions between characteristics and TOT.

Results: Older students exhibited greater percent of TOT (estimate = 2.34, SE = 1.02, df = 919, t = 2.30, p < .05). Additionally, boys spent less percent TOT (estimate = -3.59, SE = 1.03, df = 906, t = -3.49, p < .05). There were no differences by race/ethnicity, SES, BMI, fitness, or time of day and percent TOT. Furthermore, none of the interactions were statistically significant (p > .15).

Conclusions: Girls and older students spent more TOT. These findings are of interest to educators and psychologists working on the development of research-based guidelines aimed to support elementary students' engagement in the classroom.