Using Theory to Develop Healthy Choices in Motion, a Comprehensive, Experiential Physical Activity Curriculum

Area of Science:

• Public Health
• Health Education
• Pediatric Exercise Science

Background:

• Regular physical activity is crucial for youth well-being but under-achieved in the U.S.
• School-based programs offer a viable strategy for increasing youth physical activity.
• Effective programs integrate theory, research, and practical application in health education.

Purpose of the Study:

• To design, implement, and evaluate a theory-driven physical activity curriculum.
• To assess the curriculum's impact on physical activity knowledge, behavior, and self-efficacy in youth.
• To develop and validate a questionnaire for measuring physical activity knowledge.

Main Methods:

• Developed the experiential, inquiry-based Healthy Choices in Motion (HCIM) curriculum using Backward Design.
• Piloted HCIM in two phases with upper elementary youth, including a technology-enhanced version.
• Assessed curriculum impact across four groups: Comparison, SHCP only, SHCP + HCIM, and SHCP + HCIM with technology.

Main Results:

• The HCIM curriculum significantly improved physical activity knowledge in participating youth.
• HCIM participants showed greater knowledge gains than those in comparison or SHCP-only groups.
• The technology-enhanced HCIM also demonstrated significant improvements in physical activity knowledge.

Conclusions:

• The HCIM curriculum effectively enhances physical activity knowledge among elementary-aged youth.
• Further research should explore the link between improved knowledge and actual physical activity behaviors.
• The systematic, theory-driven approach provides a model for developing effective health education curricula.