Lifestyle Education for Activity Program (LEAP)

Lifestyle Education for Activity Program (LEAP)

OVERVIEW

The Lifestyle Education for Activity Program (LEAP) is a school-based intervention designed to change both instructional practices and the school environment to increase support for physical activity among girls. In a random assignment study involving 24 schools, schools were assigned to an intervention group that implemented LEAP or to a control group that persisted in implementing their existing physical education program. At follow-up, girls attending LEAP schools were significantly more likely to report engaging in regular vigorous physical activity than were girl attending control schools. LEAP did not serve to lower the percentage of overweight girls in intervention schools, however.

DESCRIPTION OF PROGRAM

Target population: female high school students in ninth grade.

LEAP sought to influence female high school students through and instructional approach and an environmental approach.

The instructional channel involved changes in the content and delivery of PE and health education. LEAP PE classes were designed to enhance students' enjoyment of physical activity and to teach the skills necessary to adopt and maintain an active lifestyle. Classes were set up so that girls were involved in moderate-to-vigorous physical activity for at least 50% of class time. Activities such as aerobic, dance, and self-defense were offered in addition to competitive sports and other traditional PE activities. Health education classes also focused on the importance of active lifestyle.

The environmental channel involved altering the school environment to support physical activity. Activities included role modeling by school staff, promotion of physical activity by the school nurse, and family- and community-based activities.

All LEAP classes and activities were organized by a LEAP team within each school. LEAP teams consisted of school personnel who were supported by university-based LEAP project staff. Project staff provided workshops, trainings, and consultations, but did not impose a formal LEAP curriculum upon any schools. Instead, schools were encouraged to incorporate elements of LEAP into their existing curricula and programs.

EVALUATION(S) OF PROGRAM

Pate, R. R., Ward, D. S., Saunders, R. P., Felton, G., Dishman, R. K., & Dowda, M. (2005). Promotion of physical activity among high-school girls: A randomized controlled trial. American Journal of Public Health, 95(9), 1582-1587.

Evaluated population: 2,744 girls from 24 high schools in South Carolina served as the study sample for this investigation. 49% of subjects were African American; 47% were white; and 4% were of other ethnicity.

Approach: 24 study schools were paired and then randomly assigned, within pairs, to either the control group or the treatment group. Schools assigned to the control group continued to implement their existing physical education program. Schools assigned to the treatment group implemented LEAP.

Girls who would be attending the 24 study schools as 9^th graders were approached as 8^th graders and were encouraged to participate in the study. Those students who were interested (2,744 of 8,155 total female students) completed baseline measures during the spring of their 8^th grade year. All students in LEAP schools were exposed to the LEAP intervention as 9^th graders, regardless of whether they had volunteered to participate in the study.

Study subjects competed follow-up measures during the spring of their 9^th grade year. Follow-up measures included height, weight, and three-day physical activity inventories.

Results: At follow-up, girls attending LEAP schools were significantly more likely to report engaging in regular vigorous physical activity than were girls attending control schools. Specifically, on their three-day physical activity inventories in 9^th grade, LEAP girls were more likely than control girls to report having participated in one or more 30-minute blocks of vigorous physical activity each day. LEAP did not serve to lower the percentage of overweight girls in intervention schools, however. Following the intervention, the percentage of girls who were classified as overweight or at-risk for becoming overweight did not differ significantly between intervention and control school.

Analyses took into account the fact that randomization occurred at the group level.

SOURCES FOR MORE INFORMATION

References:

Program categorized in this guide according to the following:

Evaluated participant ages: 14

Evaluated participant grades: 9th

Program age ranges in the guide: Adolescence, Youth

Program components: School-Based

Measured outcomes: Physical health

KEYWORDS: Adolescence (12-17), School-based, Adolescents (12-17), Nutrition, Overweight, Obese, Gender-specific (female only), White or Caucasian, Black or African American.

Program information last updated on 1/12/09.

		© Child Trends 2003