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	Promoting Physical Activity in Girls: A Case Study of One School 's Success Felton, Gwen ; Saunders, Ruth P. ; Ward, Dianne S. ; Dishman, Rod K. ; Dowda, Marsha ; Pate, Russell R. ; Journal of School Health, v75 n2 p57 Feb 2005 Target Group: eighth and ninth grade high-school girls Program Name: A Comprehensive School Based Intervention Location: South Carolina Study Objective: This case study profiles one of 24 high schools that participated in a school-based, National Institute for Health funded study to increase physical activity among high school girls. Study Design: Case Study Intervention or Program: The case study school was one of 12 randomly assigned to the intervention group. The study intervention was based on the premise that a successful intervention is developed and tailored by teachers and staff to fit the context of their school. Intervention guidelines (Essential Elements) and the Coordinated School Health Program (CSHP) model were used to direct intervention activities for physical education, health education, school environment, school health services, faculty/staff health promotion, and family /community involvement. Essential Elements of the LEAP (Lifestyle Education for Activity Promotion) intervention - guidelines Physical Education Gender segregation opportunities exist in classes Students are physically active in PE classes Noncompetitive activities are offered Lifelong physical activity is emphasized Classes are fun and enjoyable Appropriate instructional methods are used (e.g. small group interaction) Behaviour skills for physical activity are taught School Environment Girls have opportunities to be active outside of PE class Messages promoting physical activity are prominent in the school Health services – school nurse participates in LEAP intervention Faculty/staff health promotion provides adult modeling Health education reinforces messages and skills taught in physical education School-Community Linkages Community involvement is included Family involvement is included Organizational Change Evidence of an active LEAP team Administrative support for the intervention exists LEAP was guided by an understanding that the student was part of a larger context and focused upon school, community, and home. A team of school employees provided leadership to develop and implement the intervention in collaboration with a university project staff. All girls at the case study school received the intervention. Ninth grade girls were offered girls only LEAP PE classes New approaches were introduced to help girls assess their own physical activity and become more active in class and outside school Reinforcement of physical activity behavioural skills was incorporated into one 90 minute period each week to develop skills such as goal setting, decision making, communication skills, time management and application of physical activity outside of class Girls developed personal portfolios which included assessments of their physical activity level, nutritional status and body measurements. Each girl set goals and developed individual fitness programs. Their progress in attaining goals was assessed throughout the semester “Tracking Step” was a new unit that was developed which used pedometers to focus on self monitoring to increase physical activity. Music was incorporated into PE classes and the girls selected the music Lessons on self-esteem, body image and self defense were developed and implemented A unit “Women who Inspire Us” was also introduced which worked to expose the girls to women who excel in sport and dance. Pictures of these women were displayed in the gymnasium. Each girl selected one as her role model and created a written bio-sketch about that woman PE teacher increased parental involvement. Parents were asked to participate in “Power of the Pack” where they would write and sign a physical activity contract with their daughters that requested family members participate in a selected physical activity with their daughter or sister for a given time period. Community partnerships were developed with agencies to provide activities such as kick boxing, Tae-bo, advanced aerobics classes and self defence training. Girls formed dance teams and performances were held in the school auditorium Data collected over a two-year period were used to describe changes that occurred in each CSHP area. Impact on Physical Activity: Key changes were made in the school environment, curricula, policies, and practices. The school's media arts department developed promotional materials and messages specifically for girls to be more active The library staff and school nurse helped girls find opportunities to be physically active Policy changes with respect to the school's indoor walking trail allowed walking during planned sessions or periods which sent the message that school is a place for physical activity The school encouraged family involvement and developed community partnerships and linkages Qualitative measures showed girls more involved in physical activity . Quantitative measures taken in eighth grade, and repeated with the same set of girls in ninth grade, showed increases in both moderate-to-vigorous physical activity and vigorous physical activity . Average number of 30 minute blocks per day increased for vigorous physical activity from .9 to 1.3 and for moderate-to-vigorous physical activity from 3.0 to 3.7 during a 3 day recall 90% of ninth-grade girls indicated they liked PE and believed themselves to be more active Health education faculty increased physical activity content in the ninth-grade health education curriculum Other schools could use this case to modify components of the CSHP model to increase physical activity among high school girls. Implications for Practitioners: Changes in physical activity require a broad context approach that addresses school, community, and home. This may require changes to school policies, environment, and curricula to provide positive physical activity messaging. Author's Email: Gwen Felton Gwen.Felton@sc.edu