Baseline data from a pilot study with primary schools in Limpopo and Gauteng

1. The receptiveness of school environments to a community-based physical activity intervention programme Baseline data from a pilot study with primary schools in Limpopo and Gauteng Presenters: Dr. Cathi Draper & Ms. Anna Grimsrud

2. Research Team University of Cape Town – Exercise Science and Sports Medicine Prof. Vicki Lambert Dr. Cathi Draper Ms. Anna Grimsrud University of the Witwatersrand Prof. Michael Rudolph Dr. Simon Nemutandani Ms. Lauren de Kock

3. Introduction • Community Health Intervention Programmes (CHIP’s) Western Cape • ‘Discovery Healthy Lifestyles Programmes’ • Factors promoting and/or hindering the receptiveness of schools’ physical and social environments

4. Intervention and control sites

5. Schools

6. Methods • Situational analysis of the school physical activity environment • Questionnaire on Community Environment (IPEN) • Focus groups & semi-structured interviews

7. Quantitative findings – Situational Analyses

8. Qualitative findings – IPEN • Community differences • Existing links with community projects • Living conditions – rural vs peri-urban • Access to basic amenities, e.g. electricity, running water & sanitation • Availability of resources, e.g. equipment

9. Community differences

10. Qualitative findings – IPEN • Community differences • Existing links with community projects • Living conditions – rural vs peri-urban • Access to basic amenities, e.g. electricity, running water & sanitation • Availability of resources, e.g. equipment

11. Rural

12. Peri-Urban

13. Qualitative findings – IPEN • Community differences • Existing links with community projects • Living conditions – rural vs peri-urban • Access to basic amenities, e.g. electricity, running water & sanitation • Availability of resources, e.g. equipment

14. Basic amenities

15. Space: developed vs undeveloped

16. Qualitative findings – Focus Groups & interviews • Importance of ongoing & sustainable training and management • Transfer and internalisation of knowledge • Impact of knowledge on attitudes, beliefs & behaviour • Increased self-efficacy of leaders • Leaders as role models for members • Role of training staff

17. Factors promoting and hindering receptiveness Common to other SA school environments Unique to DHLP’s

18. Unique factors • Intersectoral collaboration • Surveillance & evaluation • Community participation • Quality of teacher training • Buy-in of teachers • Support for teachers as leaders • Not a high demand for equipment, but space is required

19. Collaborators

20. Fieldworkers Educators

21. Leaders Clinics

22. Unique factors • Intersectoral collaboration • Surveillance & evaluation • Community participation • Quality of teacher training • Buy-in of teachers • Support for teachers as leaders • Not a high demand for equipment, but space is required

23. Development & enhancement of skills Maximises existing community strengths and resources Programme ownership by school and community Sustainability

24. Nutrition • Secondary focus of CHIPS intervention • Feeding schemes: policy vs. practice • Importance and feasibility

25. Future research avenues • Baseline assessment - quantitative & qualitative • Comparison to national physiological data • Changes attributed to intervention • Other areas for intervention (e.g. nutrition) • Provide evidence to support expansion • Factors responsible for intervention fidelity/success

26. Thank you