Abstract
Aim
To identify factors which determine the quality of school-based programmes targeting healthy eating and physical activity. These constitute an empirical basis for the development of the HEPS quality checklist, which is one outcome of the HEPS project (Healthy Eating and Physical Activity in Schools).
Methods
A narrative review was conducted using PubMed, PsycInfo, ERIC, and Web of Science as primary data sources.
Results
Based on the literature search, three categories of quality features could be identified: (1) general quality features (e.g. definition of goals/target group, degree of training and support, implementation fidelity), (2) quality features related to healthy eating and physical activity (e.g. focus on multiple components, cooperation with partners outside the school setting), and (3) quality features related to the school setting (e.g. link between health and education, programme fit with school routines and teaching/learning conditions). On the basis of these results, the HEPS quality checklist has been developed which comprises four dimensions, 10 criteria, and 37 measureable indicators.
Conclusions
The HEPS quality checklist adds to existing knowledge and instruments by taking a closer look at the specific requirements of healthy eating and physical activity programmes implemented in the school setting. This checklist supports health and educational experts to assess or create those programmes.
To identify factors which determine the quality of school-based programmes targeting healthy eating and physical activity. These constitute an empirical basis for the development of the HEPS quality checklist, which is one outcome of the HEPS project (Healthy Eating and Physical Activity in Schools).
Methods
A narrative review was conducted using PubMed, PsycInfo, ERIC, and Web of Science as primary data sources.
Results
Based on the literature search, three categories of quality features could be identified: (1) general quality features (e.g. definition of goals/target group, degree of training and support, implementation fidelity), (2) quality features related to healthy eating and physical activity (e.g. focus on multiple components, cooperation with partners outside the school setting), and (3) quality features related to the school setting (e.g. link between health and education, programme fit with school routines and teaching/learning conditions). On the basis of these results, the HEPS quality checklist has been developed which comprises four dimensions, 10 criteria, and 37 measureable indicators.
Conclusions
The HEPS quality checklist adds to existing knowledge and instruments by taking a closer look at the specific requirements of healthy eating and physical activity programmes implemented in the school setting. This checklist supports health and educational experts to assess or create those programmes.
| Original language | English |
|---|---|
| Pages (from-to) | 297-305 |
| Journal | Journal of Public Health |
| Volume | 21 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 1 Jan 2013 |