Hoosier Sport Re-Social: A Biobehavioral Intervention in Rural Indiana
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 32
- 试验地点
- 4
- 主要终点
- Feasibility of Intervention Measure (FIM)
研究概览
简要总结
Hoosier Sport Re-Social is a sport-based intervention designed to increase physical activity (PA) and reduce social media use among children in under-resourced rural areas, aiming to mitigate cardiovascular disease (CVD) risk. The intervention integrates physical activity with social media literacy (SML) training, addressing the dual challenges of low PA levels and high social media usage, which are prevalent in rural communities.
详细描述
Hoosier Sport Re-Social is a comprehensive, sport-based intervention designed to address the dual challenges of low physical activity (PA) and high social media use among children in under-resourced rural areas. This innovative program aims to reduce cardiovascular disease (CVD) risk by promoting healthier behaviors through the integration of physical activity and social media literacy (SML) training. Recognizing that CVD is a leading cause of death, particularly in under-resourced populations, and that fewer than one in five U.S. children meet the recommended PA levels-especially in rural areas-this intervention targets a significant public health need.
The program is designed to be implemented within the school setting, leveraging both physical education (PE) and health classes to deliver its core components. The PA portion of the intervention takes place during PE classes, where students engage in structured sport activities aimed at increasing daily physical activity levels. This component is designed to enhance students' fitness, build confidence in their physical abilities, and foster a lifelong interest in staying active.
Complementing the physical activity focus, the SML portion is integrated into health classes. Here, students are educated about the impacts of social media on health, particularly its role in influencing behavior and well-being. The curriculum equips students with the knowledge and skills to critically analyze social media content, make informed decisions about their digital consumption, and develop healthier online habits.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- None
入排标准
- 年龄范围
- 12 Years 至 14 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •enrolled in 7th-9th grade
- •provides parental consent
- •provides assent
排除标准
- •Inability to attend school regularly during the 6-week intervention period
结局指标
主要结局
Feasibility of Intervention Measure (FIM)
时间窗: Measured at week 0 and week 6
How feasible the intervention was from the perspective of the participants. This is measured through questionnaire.
Intervention Appropriateness Measure (AIM)
时间窗: Measured at week 0 and week 6
How appropriate the intervention is to the participants. This is measured through questionnaire.
Acceptability of Intervention Measure (IAM)
时间窗: Measured at week 0 and week 6
How acceptable the intervention is to the participants. This is measured through questionnaire.
次要结局
- Physical Literacy of Participants(Assessed at week 0 and week 6)
- Cardiovascular Fitness Levels of Participants(Assessed at week 0 and week 6)
- Daily Total Physical Activity of Participants(Week 1 (for 7 days), and week 6 (for 7 days))
- Daily social media usage(Assessed at week 0 and week 6)
- Social media addiction(Assessed at week 0 and week 6)
- Heart Rate of Participants(HR will be taken at week 0 and week 6 before and following the 6-minute walk test.)
- Basic Psychological Needs of Participants in Intervention Environment(Assessed at week 0 and week 6)
- Body Satisfaction(Assessed at week 0 and week 6)
- Muscular Endurance Levels of Participants(Assessed at week 0 and week 6)
- Inhibitory control(Assessed at week 0 and week 6)
- Blood Pressure of Participants(BP will be taken at week 0 and week 6 before and following the 6-minute walk test.)
- Daily screen time(Assessed at week 0 and week 6)
- Body Appreciation(Assessed at week 0 and week 6)
研究者
Kyle A. Kercher
Assistant Professor
Indiana University