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Proposed Intervention - Callum Gutteridge

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Proposed Intervention - Callum Gutteridge

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After listening to Bai’s lecture on school-based interventions, it is evident that a multi-component intervention is most likely to achieve a more successful implementation. With this in mind, the intervention, focusing on urbanised Malaysian primary schools, would target multiple groups, including all primary school children, parents, teaching staff, school caterers and other educational stakeholders. The wide range of intervention targets is due to the holistic approach required to address the obesity epidemic and echoes the CHIRPY dragon’s multi-component intervention. By collaborating with multiple communication channels in the school environment, it could be suggested that the intervention would be able to control for a higher number of variables associated with successful obesity interventions (e.g., improved health knowledge and behavioural skills, improved nutrition of school meals, promote out of school physical activity (PA), improve adherence to national PA requirements). As the CHIRPY study was carried out in a socioeconomically advanced City in China (Guangzhou), to ensure generalisability, the proposed intervention would be conducted in Ipoh, reportedly one of the wealthiest urbanised cities in Malaysia.

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Proposed Intervention - Callum Gutteridge

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Proposed Intervention - Callum Gutteridge

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As implied in Q1, the intervention would take a holistic approach to address the multifactorial contributors to obesity (e.g., high energy consumption, sedentary behaviour, unsupportive home and socioeconomic environment, to name a few). In support of the design of the CHIRPY dragon study, a recent review by Lambrinou et al. (2020) determined that the least effective programmes were those that only focused on educational sessions and materials for parents, without promoting relevant policy and environmental changes. With this in mind, the proposed intervention would:

· Encourage teachers to act as role-models (important due to the respect shown for teachers established in the CHIRPY study), allowing them to be involved in the delivery of the intervention alongside trained personnel to reduce the work-load of already busy teachers

· Work with school hierarchy to ensure school policies support the availability of healthy food and beverage choices and limiting unhealthy snacks

· Encourage changes in the schoolyard, recess rules and physical education classes to increase PA

· Involve parents in the intervention via assignments, meetings, informative material and encouraging them to provide a supportive home environment and opportunity for active travel

· Social marketing techniques used (e.g., using playfully dressed characters as in the CHIRPY study, instead using Malayan tigers, which are the country’s national animal).

Cluster-randomisation would be used over the course of 18-24 months. Primary outcome: BMI-Z score difference at baseline and 24 months. Secondary outcomes: PA, eating and sedentary behaviour, psycho-social outcomes (HR-QoL; social acceptance/ bullying).

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Proposed Intervention - Callum Gutteridge

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Proposed Intervention - Callum Gutteridge

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· When developing the programme, it is essential to understand the feasibility and sustainability of the proposed intervention. Working with researchers from previous multi-component interventional studies, such as those from CHIRPY dragon, could help to achieve this. By collaborating with this research group, the proposed intervention would also be able to consider limitations of previous research and take the necessary steps to overcome these in future research.

· According to the World Health Organization’s (2012) report on Population-based approaches to Childhood Obesity Prevention, interventions should be designed to fit a community’s demographic, cultural, geographic and organizational characteristics. Therefore, the primary focus of designing the intervention would be to ensure strong community engagement at all stages of the process, this would be achieved by forming active partnerships wherever possible.

· To establish the programmes’ focus, it is important to gather all available information about the problem and the target community. For this reason, preliminary qualitative work could be useful to help design the intervention, whereby various educational stakeholders (e.g., teachers, other staff or community members) would be involved in short, semi-structured interviews to understand community specific barriers to increased PA and healthier eating habits. This qualitative data could provide important insights on how the intervention could be inclusive of all children, including vulnerable groups, such as children with disabilities.

· Because programmes must correspond with the available resources, including skills, community readiness, partners’ commitment and funds, the intervention would be developed alongside a variety of academic stakeholders to ensure appropriateness. In addition, so that the intervention is carefully planned and incorporates local information and is able to integrate the programme across other initiatives in the community, the intervention would work with local governing bodies.

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Q1: the intervention was related with the school environment. through baseline and follow-up data collection to compare whether the amount of the physical activity facility would influence the student's physical activity level.
Q2: 1 testing the base-line body information and the frequency of physical activity during school and what's the favorite physical activity through self-reported questionnaire.
2 increasing the number of facility of physical activity that school student most favorite, like table tennis, and the square of playing bedminton, and the rubber track.
3 after 18 months testing the student's body information again and compare with the base-line data to test whether this intervention worked or not. (Yue)

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i would involve the some physical activity experts and teachers.
the reason that why this project would need physical activity experts, which means the experts would teach the school student some skills to handle one kind of the physical activity that they favorite during the school day.
the teacher was used to encourage the students enjoying the physical activity to reduce the psychological stess in school students.

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Theoretical stage (find relevant literature and conduct quantitative research after having theoretical foundations)-modeling stage (sort the findings of the above research, and then conduct a second quantitative research to further develop the intervention plan)-exploratory trial (test the intervention plan) Feasibility, test recruitment and result measurement process)--definitive RCT-- long-term implementation.

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Theoretical stage (find relevant literature and conduct quantitative research after having theoretical foundations)-modeling stage (sort the findings of the above research, and then conduct a second quantitative research to further develop the intervention plan)-exploratory trial (test the intervention plan) Feasibility, test recruitment and result measurement process)--definitive RCT-- long-term implementation.

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Nutrition Intervention for Childhood Obesity 

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Nutrition Intervention for Childhood Obesity 

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Q1. My intervention would be to improve the nutritional quality of children's meals through education of healthy food cooking for parents and how to prepare good quality, healthy food on a low budget.

Q2. The intervention would involve gaining insight into parents perceptions of what constitutes a healthy meal, and the facilitators and barriers which help/hinder their ability to cook fresh meals. A framework for parents attending educational classes where they can learn the theory behind nutrition, as well as developing cooking skills would be provided by parents. The study could conduct focus groups to learn what has been successful or not so successful over the 18-24 month period. Feedback can then be given to programme instructors, which will help the sessions to be more tailored towards a more suitable intervention.

Q3. Dietetics or nutritionists could lead the theory sessions, where parents learn about nutrition. Parents can learn about the nutrients required for children, as well as where to access local cheaply-sourced produce. Chefs or cooks could then conduct cooking sessions, which will give parents first hand experience at cooking healthier meals. They could then implement their new skills at home.

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Lunchtime cooking and sports club for 10-11 yo children

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Lunchtime cooking and sports club for 10-11 yo children

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Parents, catering providers, kitchen staff in schools, policy makers in local area

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Lunchtime cooking and sports club for 10-11 yo children

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Lunchtime cooking and sports club for 10-11 yo children

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WHY: early adolescence is key period for establishing habits, high obesity rates (1 in 5)

Stages:

Literature review

Formative work (qualitative interviews with key stakeholders such as teachers and catering providers)

Pilot / feasibility study

Scale up to intervention (baseline and follow up assessments)