This week we would like to spotlight the Fit for the Masters Use module of ProjectPower and how it was implemented by a Houston-based program.

Program Basics

The American Diabetes Association (ADA) has created a year-round diabetes awareness program called ProjectPower, which is specifically designed for implementation in African American churches.  In this program, the church can promote awareness messages and healthy family living by participating in one of the modules called Fit for the Masters Use (Physical Activity).   In this module, participants learn the definitions of diabetes and pre-diabetes.  This module increases awareness of why physical activity is important, introduces different forms of exercise, provides suggestions for getting started, discusses the recommended amounts of exercise for adults, and increases awareness of the healthcare provider’s role. According to Sherry Grover, her program tailored the module by offering some give-a-ways such as the ProjectPower pedometer and using line dancing, which has become increasingly popular in the African American community, as exercise.

Measuring Success

Grover says that they measure program success through knowledge and program assessments. Knowledge is measured in the form of pre/post quantitative test. The questions are focused on information presented in the Fit for the Master’s Use module.  Participants are asked to not include a name on questionnaires and consent for participation is constituted by completing the forms which are optional.

The program’s success is measured by the qualitative and quantitative measures. Qualitative measures are obtained by the Ambassador Evaluation.  Ambassadors are church representative trained by the ADA to conduct the year-round modules.  Questions measured address the presentation of the workshop and the materials used in the program.

Challenges

Challenges faced in implementation include recruitment and funding.  The pastors of the churches are asked to recommend ambassadors’ or representatives from the church that can recruit church member participation.  Past participation has been low.  Some of the reasons given include: time constraints and not wanting to know about a potential illness.  “In addition,” Grover states, “funding for giveaways, materials and snacks is often a problem.”

Implementing a Similar Program in Your Community

Those interested in implementing similar programs can contact the ADA for market area, ambassador training and program materials.  The ambassador training is normally conducted at the ADA offices but can be conducted at individual churches.  After participants complete training, they are given ambassador materials for the program.  They are also given timelines.  The ADA will conduct follow-up on each participant’s progress.

How could you use this program in your community?

This week we would like to spotlight the Hip Hop Healthy Heart Program for Children™ (Hip Hop), a comprehensive wellness program bringing together physical education, music, and arts in grade K-6th.

The Program Basics

Hip Hop works through wellness education that flows from teacher, to student, to family and the community at large. It requires parents/guardian/mentors to be involved in training on a daily basis, not only helping to reinforce the lessons at home, but also by personally participating in the President’s Active Lifestyle Award Program (PALA). It has 8 multidiciplinary modules and inspires kids to participate by recognizing their achievements with:

• Award certificates for completion of each module
• Certificate of Completion for the entire program.

In order to receive their final program certificate, students and an adult partner are required to register for the PALA when they start Module 1.

Measuring Success

Jyl Steinback, co-creator of the program and Executive Director of Shape Up US mentioned two ways in which Hip Hop is evaluated:

• Educational Assessment: Students are required to complete a written test to assess their comprehension of the topic. Upon passing each module test, students will receive a module certificate of completion and will be eligible for additional awards and prizes.

• Health Assessment: To make sure that the positive lifestyle lessons taught in Hip Hop are truly making a difference, Shape Up US has partnered with HeartSmartKids to track each student’s health progress. Anthropometric data, lifestyle factors, and family history are assessed and tracked using this system.
  

Challenges

Steinbeck states that, “in some cases, students may not have a parent, guardian or partner/mentor available, or able to participate.” In such cases, she suggests that instructors help students partner with another role model so that they can participate in the program: older siblings; grandparents; recent retiree volunteer - Check www.AARP.org ; student mentor from a local high school as part of the high school’s community service curriculum.

Implementing a Similar Program in Your Community

Use existing infrastructure- The Hip Hop model relies on training educators, healthcare professionals and others who work with groups of children. This creates a program with controlled costs because it builds on existing infrastructure. In your community, try building upon existing infrastructures to implement your program. 

Engage parents and guardians- To help engage partners to get the maximum benefit of Hip Hop:

• Letters to send home to parents that provides parents with information about the curriculum prior to starting it
• Parent, guardian or partner/mentor contracts for each module

Reach out to encourage participation-

• Scheduling a group meeting to discuss the curriculum
• Send home personal invitations to the group meeting and ask parent/guardians to RSVP by a specific date.
• Telephone parents who do not respond and encourage them to participate
  

Don’t forget potential resources in your community- Hip Hop is designed to be taught many different types of teachers. Programs like this can be taught by:

• Public/Private School Teachers as part of their regular curriculum
• Home School Instructors
• PE Instructors
• Fitness Instructors at Health Clubs, After School Programs, YMCA, etc.
• Park and Recreation Instructors

Have you used existing infrastructure to implement a physical activity program? How?

This week we would like to spotlight Healthy & Fit on the Go, a program designed to inspire behavior change by providing tips and tools for self-care, healthy eating and physical activity for University of Minnesota Extension staff.

The Program Basics

Healthy & Fit on the Go is a program designed to inspire behavior change by providing tips and tools for self-care, healthy eating and physical activity for Extension staff who spend a great deal of their work day in the car. The Physical Activity Guidelines are used as the basis for materials development. A review of the research in behavior change, nutrition and physical activity resulted in this series of 10 how-to tip cards packaged in a take-along kit with a lunch bag, water bottle and exercise band.

This program is designed as a worksite wellness initiative; a pilot was conducted with staff that included an education session featuring the materials in the kit: an insulated lunch bag with re-freezable ice pack, a medium-resistance exercise band, a BPA-free water bottle and 4 how-to tip cards for healthy eating choices and physical activity ideas.

Components of the kit were distributed and demonstrated at the Annual Conference of Extension Educators during October 2010.

Measuring Success

Betsy Johnson and her colleagues conduct end-of-conference surveys at the close of each annual conference where distribution, education and demonstration occur. In addition, kit-specific online surveys are sent at 3-month and 6-month intervals following the conferences. Online surveys include a request for input regarding the usefulness of the kit contents as well as suggestions for tip card topics.

Initial results indicated a strong motivation for changing behavior upon receipt of the portable kit with actual changes exceeding 40 percent for recipients after the first year.

Challenges

Johnson mentioned three main challenges for the program:

• Institutionalization: “It was relatively easy the first year to ensure all staff received the kit and participated in the education/demonstration. In years 2 and 3 we are experiencing some issues around distribution and education to new staff as well as distributing and educating staff about new tip cards.”

• Individual motivation: “Kit recipients are motivated to use the materials immediately following the conference as evidenced in post-conference surveys. But motivation decreases as time passes. The 3-month and 6-month surveys indicate less actual use/behavior change the further away from the conference. But, each survey does serve as a reminder about the kit and some become motivated by that reminder.”

• Cost: “As we expand to the staff in more program areas within Extension (and are faced with state budget crises) we are testing components of the kit for usefulness and cost-effectiveness as a way to motivate behavior change at a lower cost.”

Implementing a Similar Program in Your Community

Try using the following suggestions when implementing a program like this in your community:

As we’ve heard with other programs, get leadership buy-in. With upper management support for the effort, it will more likely be integrated into the planning for a conference or program; without that support, all expense and effort could be wasted.

Develop a systematic reminder system to maintain the motivation for behavior change that follows the education sessions.

Respond to suggestions for improvements, changes or additional tips and materials; it must be relevant to the user or it won’t be used.

If materials and education are distributed once a year at a conference, plan for 3-5 years worth of new materials to keep it fresh and to create the expectation that this wellness program is part of the conference culture.