Please select the outcome measures that correspond to the clinical trial below.
Title: Evaluating the Effectiveness of the Dissemination of Action Schools! BC: A Socio-ecological Intervention to Increase Physical Activity and Healthy Eating in School Children
Brief Summary: Childhood obesity is a major public health threat. Physical activity and healthy eating contribute to the maintenance of healthy weights. Individually oriented behaviour change programs may not be able to overcome the influence of what has been called an obesogenic environment. Action Schools! BC (AS! BC) used a socio-ecological approach to enhance opportunities for physical activity and healthy eating in elementary schools and created systemic change at the provincial level. AS! BC helps elementary schools customize action plans, based upon their local context, to contribute to the health and well-being of children and the school community. Pilot research showed that AS! BC was an effective and feasible model. The provincial dissemination of AS! BC has been launched and partners from across many sectors are involved to enhance the sharing of knowledge and increase the implementation of the AS! BC model across British Columbia. The dissemination provides an unprecedented opportunity for evaluating how changing the school environment can promoted healthy weights in children. The dissemination was evaluated using a cluster randomized design; 30 elementary schools (n = 1529 consented children) from four (out of five) provincial health authorities volunteered to participate.

The primary goals of the research are:

1. to determine if the Action Schools! BC (AS! BC) model is an effective approach to positively change school environments and health related behaviours of children from diverse geographical regions and cultural groups, and
2. to determine if the supports provided to schools or the community context influence the uptake and use of the AS! BC model.

This research will contribute to the science of obesity prevention and knowledge use as well as public health practice.


Options:
A: Change in self-esteem from baseline to 20-weeks (Change from baseline to 20-weeks); Change in grit from baseline to 20-weeks (Change from baseline to 20-weeks); Change in Global Happiness from baseline to 20-weeks (Change from baseline to 20-weeks); Change in Commitment to School from baseline to 20-weeks (Change from baseline to 20-weeks); Change in Sense of Belonging at School from baseline to 20-weeks (Change from baseline to 20-weeks); Change in Physical Activity from baseline to 20-weeks (Change from baseline to 20-weeks); Change in Self-efficacy from baseline to 20-weeks (Change from baseline to 20-weeks)
B: Physical activity level (one school week); Time on task (change in time on task from baseline to 15 minutes post academic lesson); Acute academic achievement (change in math and language arts scores from Baseline to 2 weeks); Long-term math achievement (Change in math achievement scores from Baseline to 7 months); Long-term language arts achievement (Change in language arts achievement from Baseline to 7 months)
C: % Body Fat (Boys) (Baseline and 3 years); BMI Z-score (Boys) (Baseline and three years); % Body Fat (Girls) (Baseline and 3 years); BMI Z-score (Girls) (Baseline and three years)
D: Physical activity opportunities delivered (minutes/week); School environment scores; Height (cm); Weight (kg); Body mass index (kg/m^2); Physical fitness (Fitnessgram (C)); Children's leisure time physical activity (PAQ-C); Children's dietary intake; Physical activity interventions planned

Answer: D