From NIH to Texas schools: policy impact of the Coordinated Approach to Child Health (CATCH) program in Texas.

Editor's Note: Active Living Research has awarded the third annual Translating Research to Policy Award to the Michael and Susan Dell Center for Advancement of Healthy Living's Coordinated Approach to Child Health (CATCH) program. The purpose of the award is to recognize innovative teams or individuals representing research, policy, and/or advocacy who have had success in catalyzing policy or environmental change of relevance to youth physical activity, sedentary behavior, and obesity prevention. The goal is to celebrate achievements, understand how success occurs, and share these stories so others will be inspired to use or adapt new and effective approaches. The commentary that follows describes the work that is being recognized by the Award. Active Living Research commends the awardees on their success in changing policy, and we commend this as a model to others.

The CATCH Kids Club: a pilot after-school study for improving elementary students' nutrition and physical activity.

BACKGROUND: Although many school-based diet and physical activity interventions have been designed and evaluated, relatively few have been tested for the after-school setting. After-school day-care programmes at either elementary schools or private locations provide a ready-made opportunity for health programmes that may be difficult to incorporate into an already-full school day. The purpose of this paper is to report on a pilot study of an after-school adaptation of the CATCH (Coordinated Approach To Child Health) elementary school programme called the CATCH Kids Club (CKC). METHODS: The CKC was pilot-tested and formatively evaluated in 16 Texas after-school programmes: eight in El Paso and eight in Austin (four intervention and four reference sites each). Evaluation consisted of direct observation of moderate to vigorous physical activity during play time, self-reported food intake and physical activity, and focus group interviews with after-school programme staff. RESULTS: Students responded well to the physical activity and snack components and were less interested in the five-module education component. Routine staff training was a key variable in achieving proper implementation; the ideal would be a full day with repeated follow-up model teaching visits. Staff turnover was a logistic issue, as was programme leader readiness and interest in conducting the programme. Strong and significant effects were observed for the physical activity but not for the education component. The results of the physical education component suggest it is feasible, effective and ready for larger-scale evaluation or dissemination.

Maintenance of effects of the CATCH physical education program: results from the CATCH-ON study.

Long-term maintenance effects of physical education (PE) curriculum and staff development programs have not been studied. The authors assessed the sustainability of the Child and Adolescent Trial for Cardiovascular Health (CATCH) PE intervention using direct observations of 1,904 PE lessons in former intervention and control schools in four U.S. states 5-years postintervention. Student physical activity levels, lesson contexts, and level of CATCH PE training of teachers were analyzed. Student energy expenditure levels and proportion of PE time in moderate-to-vigorous physical activity in intervention schools were maintained 5 years later, but vigorous activity declined sharply. Meanwhile, postintervention gains in former control schools, influenced by delayed program implementation and secular trends, resulted in a convergence of activity levels in intervention and control schools. Use of CATCH PE curricula was associated with increased levels of teacher training and school support for PE in both former intervention and control schools.