It’s All About Kids - Tulsa Health · prevention program for elementary school-aged children that encourages kids to make healthy choices, ... brushing techniques and good oral

Tulsa Health Department

It’s All About Kids

Annual Evaluation

2013 – 2014

Prepared by: Luisa Krug

Epidemiologist, Health Data and Evaluation Division

February 2015

Table of Contents

Program Overview ............................................................................................................. 3

Oral Health Program .......................................................................................................... 5

CATCH Nutrition Program ................................................................................................ 11

Nutrition Detectives Program .......................................................................................... 15

CATCH Kids Club Program ................................................................................................ 29

GO Club Program ............................................................................................................. 39

Healthy Bodies, Happy Kids Program ............................................................................... 53

YMCA Summer Program .................................................................................................. 57

BMI Scores ........................................................................................................................ 63

1

2

Tulsa Health Department It’s All about Kids Annual Evaluation

2013 – 2014

The It's All About Kids (IAK) program at the Tulsa Health Department (THD) is a childhood obesity

prevention program for elementary school-aged children that encourages kids to make healthy choices,

better decisions and improved habits for a brighter future. The program is modeled after the Centers for

Disease Control's (CDC) Coordinated School Health Program and provides services such as health

education, oral health education, nutrition, physical education, community health and social services,

health promotion for school personnel, parental involvement programs, trainings and technical

assistance for schools, and community outreach activities. Programs are offered to students in Tulsa,

Union, and Sand Springs school districts, as well as other communities. They also work with community

partners such as the YMCA.

This report analyzes data collected from eight different IAK programs during the 2013 – 2014 school

year. The eight different programs include: Oral Health, CATCH Nutrition, Nutrition Detectives, CATCH

Kids Club, GO Club, Healthy Bodies, Happy Kids, the YMCA Summer Program, and BMI scores. Because

each program has their own components, the assessments for analysis, methodology, results, and

discussion for each program are presented separately. This report was prepared by Luisa Krug,

epidemiologist in the Health Data and Evaluation Division at the Tulsa Health Department.

3

4

Oral Health Program

The Oral Health program instructs fourth grade students about the causes of oral health disease and

preventive measures. The interactive program ensures that participants can demonstrate proper

brushing techniques and good oral hygiene. The one-session course was implemented in 14 schools.

Methodology

The Oral Health program measure included a pre and posttest assessment that was developed by IAK

staff. The survey consisted of 6 multiple-choice questions. Questions dealt with toothbrushes, dental

floss, fluoride, tooth decay, dental plaque, and cavities.

Tests were administered by IAK staff. A total of 866 students from 14 schools participated in the

program.

Descriptive statistics were reported for the number of participants by school, as well as pre and posttest

assessment scores. It is important to note that Cedar Ridge Elementary and Grove Elementary schools

participated in the program but did not complete the posttest. Therefore, they are included in

descriptive statistics about participants but not the pre and posttest assessments.

Results

A total of 866 students from 14 schools participated in the Oral Health program during the 2013 – 2014

school year. Figure 1.1 depicts the number of participating students from each school. The largest

number of students was at Highland Park Elementary (142 students) and the smallest number was at

Briarglen Elementary (21 students).

N=866

37

57

21

48

86

27

82

142

89

73

22

80

26

76

0 20 40 60 80 100 120 140 160

Andersen Elementary

Aspen Creek Elementary

Briarglen Elementary

Cedar Ridge Elementary

Creekwood Elementary

Darnaby Elementary

Grove Elementary

Highland Park Elementary

Jarman Elementary

Jefferson Elementary

McAuliffe Elementary

Moore Elementary

Roy Clark Elementary

Wolf Creek Elementary

Figure 1.1 Number of Participants by School

5

Protective Behaviors

Figure 1.2 indicates the percentage of students from all schools who got each of the following questions

correct on the pretest versus the posttest. The first question (toothbrush bristles) asks students how the

bristles on a toothbrush should be (soft), the second question (dental floss) asks why dental floss is used

(to clean plaque from between your teeth), and the third question (fluoride) asks how fluoride protects

teeth (making the enamel stronger). As shown in the graph below, students’ knowledge increased from

the pre to the posttest for each of these questions. The largest percentage increase in knowledge was in

the question regarding fluoride (162.2% increase in knowledge). However, even though there was a

large increase in knowledge, the overall percentage of students who answered this question correctly

was much lower than the other questions.

Pretest N=736

Posttest N= 454

In an assessment of the pre and posttests by school, all schools increased knowledge about toothbrush

bristles (Figure 1.3). However, only 6 of the schools increased knowledge about why dental floss is used

(Figure 1.4). Ten schools increased knowledge about how fluoride protects teeth (Figure 1.5).

Toothbrush Bristles Dental Floss Fluoride

Pre 40.5% 87.1% 16.4%

Post 94.5% 87.7% 43.0%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 1.2 Protective Behaviors

6

AndersenAspenCreek

BriarglenCreekwood

DarnabyHighland

ParkJarman Jefferson McAuliffe Moore Roy Clark

WolfCreek

Pre 24.3% 47.4% 23.8% 36.0% 55.6% 52.8% 40.4% 32.9% 22.7% 35.0% 42.3% 42.1%

Post 100.0% 100.0% 80.0% 91.7% 93.3% 75.0% 100.0% 96.2% 81.0% 95.6% 100.0% 100.0%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 1.3 Toothbrush Bristles by School

AndersenAspenCreek

BriarglenCreekwood

DarnabyHighland


WolfCreek

Pre 97.3% 93.0% 81.0% 97.7% 85.2% 85.2% 82.0% 83.6% 59.1% 90.0% 92.3% 84.2%

Post 84.2% 94.6% 92.0% 90.0% 85.0% 75.0% 83.3% 83.5% 81.0% 88.9% 100.0% 89.5%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 1.4 Dental Floss by School

7

Cavities and Decay


correct on the pretest versus the posttest. The first question (causes of decay) asks students what may

cause tooth decay (drink pop and eat candy everyday), the second question (dental plaque) asks what

dental plaque is (a sticky layer of bacteria on your teeth), and the third question (cavities) asks what will

happen if you have a cavity in one of your teeth (the cavity will get larger). As shown in the graph below,

students’ knowledge increased from the pre to the posttest for each of these questions. The largest

percentage increase in knowledge was in the question regarding dental plaque (28.0% increase in

knowledge).

Pretest N=736

Posttest N=454

AndersenAspenCreek

BriarglenCreekwood

DarnabyHighland


WolfCreek

Pre 18.9% 21.1% 19.0% 16.3% 14.8% 12.7% 14.6% 24.7% 27.3% 13.8% 3.8% 17.1%

Post 57.9% 66.1% 24.0% 13.3% 20.0% 25.0% 54.8% 68.4% 38.1% 44.4% 55.0% 15.8%

0.0%

20.0%

40.0%

60.0%

80.0%

Figure 1.5 Fluoride by School

Causes of decay Dental plaque Cavities

Pre 69.3% 61.1% 66.2%

Post 82.9% 78.2% 82.2%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 1.6 Cavities and Decay

8

In assessment of the pre and posttests by school, 9 schools increased knowledge about causes of decay

(Figure 1.7). Nine schools also increased knowledge about dental plaque (Figure 1.8). Ten schools

increased knowledge about what will happen to a cavity (Figure 1.9).

AndersenAspenCreek

BriarglenCreekwood

DarnabyHighland


WolfCreek

Pre 91.9% 91.2% 52.4% 65.1% 70.4% 57.7% 57.3% 90.4% 59.1% 72.5% 50.0% 72.4%

Post 84.2% 94.6% 68.0% 80.0% 80.0% 87.5% 85.7% 89.9% 57.1% 75.6% 95.0% 78.9%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 1.7 Causes of Decay by School

AndersenAspenCreek

BriarglenCreekwood

DarnabyHighland


WolfCreek

Pre 64.9% 71.9% 57.1% 51.2% 55.6% 59.2% 56.2% 86.3% 31.8% 63.8% 53.8% 59.2%

Post 84.2% 89.3% 56.0% 80.0% 81.7% 87.5% 88.1% 86.1% 47.6% 55.6% 70.0% 89.5%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 1.8 Dental Plaque by School

9

AndersenAspenCreek

BriarglenCreekwood

DarnabyHighland


WolfCreek

Pre 64.9% 78.9% 52.4% 66.3% 59.3% 64.1% 60.7% 76.7% 40.9% 78.8% 53.8% 61.8%

Post 100.0% 85.7% 48.0% 81.7% 76.7% 62.5% 85.7% 93.7% 61.9% 84.4% 80.0% 89.5%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 1.9 Cavities by School

10

CATCH Nutrition

The CATCH Nutrition program is a coordinated school health program that unites parents, teachers,

children and community partners in teaching children and their families about healthy lifestyle practices.

As a classroom health program, children learn healthy eating and physical activity habits.1 This program

was implemented in 3 schools in the 2013-2014 school year.

Methodology

The CATCH Nutrition program measure included a pre and posttest assessment. The test consisted of

four sections: choosing the healthy option, recognizing the healthier food, ability to make healthy

choices—self-perceptions, and previous day food history. In the ‘Choosing the healthy option’ section,

students are asked 13 questions about food choices; for each item, two food options are provided.

Higher scores indicate healthier food choices. The ‘Recognizing the healthier food’ section is comprised

of 14 items and questions students’ knowledge of healthy food (example: “Which of these foods is

better for your health?”). Higher scores indicate more knowledge of healthy foods. The ‘Ability to make

healthy choices—self-perception’ section is comprised of 15 items which deal with students’ belief in

their ability to make healthy choices (examples: “How sure are you that you can eat FRESH or FROZEN

vegetables instead of canned vegetables?” “How sure are you that you can ask your parents for popcorn

WITHOUT salt and butter?”). Questions are presented in a 3-point Likert-type response format (1 – Not

Sure; 2 – A Little Sure; 3 – Very Sure). Higher scores indicate an increase in positive self-perceptions of

the ability to make healthy choices. The ‘Previous day food history’ section is comprised of 24 questions

that ask students about type and quantity of the food they ate on the previous day. Each question is

scored from 1 to 4, with 4 being the healthiest option and 1 being the least healthy option. Higher

scores indicate healthier food choices. An example is shown below. In this example, ‘No I didn’t eat any

of the foods listed above yesterday’ would be the healthiest option (4 points) and ‘Yes, I ate one of these

foods 3 times yesterday’ would be the least healthy option (1 point).

Yesterday, did you eat any fried meat with a crust, like fried chicken, chicken nuggets, chicken

fried streak, fried pork chops, or fried fish?

o No, I didn’t eat any of the foods listed above yesterday

o Yes, I ate one of these foods 1 time yesterday.



Tests were administered by IAK staff. A total of 183 students from 3 schools participated in the program.

Descriptive statistics were reported for basic demographic information, as well as pre and posttest

assessment scores. Average scores were calculated in each section for each school, as well as overall.

Results

A total of 183 students from three schools participated in the CATCH Nutrition program. The following

graph depicts the number of participating students from each school. The largest number of students

1 CATCH for Schools K-8. CATCH. Retrieved from www.catchinfo.org

11

was at Roy Clark Elementary (78 students) and the smallest number was at Rosa Parks Elementary (42

students).

N=183

Choosing the Healthy Option

Figure 2.2 represents the average number of healthy food options that were chosen by participants

from each location, as well as overall. There were 13 questions in this section, therefore 13 would be the

highest possible score. Each school selected a higher average number of healthy food options on the

posttest compared to the pretest.

Pretest N=183

Posttest N=174

78

42

63

0 10 20 30 40 50 60 70 80 90


Rosa Parks Elementary



5.9

6.3

6.5

6.2

6.3

7.5

9.3

7.7

0.0 2.0 4.0 6.0 8.0 10.0




Total

Figure 2.2 Average Number of Healthy Food Options Chosen

Pre Post

12

Recognizing the Healthier Food

Figure 2.3 represents the average number of questions students got right when asked to choose the

healthier food when given two choices. There were 14 questions in this section, therefore 14 would be

the highest possible score. Each school got a higher average number of questions correct in this section

on the posttest compared to the pretest.

Pretest N=183

Posttest N=174

Ability to Make Healthy Choices—Self- Perception

Figure 2.4 represents the average score students got on the Likert-like questions used to determine self-

perceptions about their ability to make healthy choices. Each question was scored from 1 to 3, and there

were 15 questions, therefore 45 would be the highest score. Higher scores indicate an increase in

positive self-perceptions of the ability to make healthy choices. Each school got a higher average score

on the posttest compared to the pretest, with the exception of Rosa Parks Elementary. Rosa Parks

Elementary got the same score on the pre and posttest.

8.2

8.8

9.1

8.7

9.1

9.3

10.8

9.7

0.0 2.0 4.0 6.0 8.0 10.0 12.0




Total

Figure 2.3 Average Number of Correct Responses to 'Which food is better for you?'

Pre Post

13

Pretest N=183

Posttest N=174

Previous Day Food History

Figure 2.5 represents the average score students got on the questions asked to determine healthy food

choices on the previous day. Each question was scored from 1 to 4, with 4 being the healthiest option

and 1 being the least healthy option. There were 24 questions, therefore the highest score possible

would be 96. Higher scores indicate better food choices on the previous day. Overall, there was very

little change in average scores from the pretest to the posttest. Rosa Parks Elementary was the only

school that got a slightly higher average score on the posttest compared to the pretest.

Pretest N=183

Posttest N=174

28.1

31.2

31

29.9

30.7

31.2

33.7

31.9

24 26 28 30 32 34 36




Total

Figure 2.4 Ability to Make Healthy Choices – Self-Perceptions

Pre Post

58.9

60

59.8

59.5

58.6

60.8

59.4

59.4

57.5 58 58.5 59 59.5 60 60.5 61




Total

Figure 2.5 Healthy Food Choices for the Previous Day

Pre Post

14

Nutrition Detectives Program

Nutrition Detectives is an evidence-based curriculum designed to teach children how to make healthy

food choices by teaching students five clues to healthy eating and making healthy choices. Students

learn how to read food labels and how to choose foods that are more nutritious. This curriculum is a five

lesson DVD-based series that is fun and interactive for students and teachers.1 This program was

implemented in 6 schools.

Methodology

The Nutrition Detectives program measure included a pre and posttest assessment that was developed

by IAK staff. The survey consisted of 10 questions comparing nutrition labels. Students were asked to

choose the healthier label. Foods were broken down into four categories: crackers, cookies, cereal, and

cereal bars/bread.

A pre/posttest sample question is shown below:

The “Better for you” choice is—(please answer A, B, or Can’t tell)

Answer: B because A has less than 2g of fiber per 100 calories

Tests were administered by IAK staff. A total of 711 students from six schools participated in the

program.

Descriptive statistics were reported for the number of participants by school and grade, as well as pre

and posttest assessment scores. Third grade was not shown in assessments of pre and posttests by

grade because no students indicated that they were in the 3rd grade on the posttest.

1 Nutrition Detectives. Retrieved from http://www.davidkatzmd.com/nutritiondetectives.aspx.

15

Results

A total of 711 students from six schools participated in the Nutrition Detectives program during the

2013 – 2014 school year. Figure 3.1 depicts the number of participating students from each school. The

largest number of students was at Hodson Elementary (200 students) and the smallest number was at

Jackson Elementary (74 students).

N=711

Students in the program ranged from second to sixth grade. The majority of students were in fourth

grade (53.6%).

93

81

137

126

200

74

0 50 100 150 200 250

Remington Elementary

Limestone Elementary

Garfield Elementary

Sequoyah Elementary

Hodson Elementary

Jackson Elementary


28.7%

0.3%

53.6%

15.0%

2.4%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

2nd 3rd 4th 5th 6th

Figure 3.2 Grade

16

Crackers


correct on the pretest versus the posttest. As shown in the graph, students’ knowledge increased from

the pre to the posttest for both of these questions.

Pretest N=711

Posttest N=622

In the assessment of the pre and posttests by school, five of the six schools increased their knowledge

on the first crackers question (Figure 3.4). To answer this question correctly, students had to identify

that the incorrect choice had less than 2 grams of fiber per 100 calories. All schools increased their

knowledge on the second crackers question (Figure 3.5). To answer this question correctly, students had

to identify that the incorrect choice had partially hydrogenated oil and high fructose corn syrup, a long

ingredient list, and less than 2 grams of fiber per 100 calories.

Crackers 1 Crackers 2

Pre 41.9% 55.3%

Post 58.5% 84.4%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 3.3 Crackers Questions

Remington Limestone Garfield Sequoyah Hodson Jackson

Pre 51.6% 53.1% 8.0% 44.4% 56.5% 36.5%

Post 60.4% 53.9% 40.5% 56.3% 85.0% 21.5%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 3.4 Crackers Question 1 by School

17

In an assessment of the pre and posttest by grade, three of the four grades increased their knowledge

on the first crackers question (Figure 3.6). On the second crackers question, three of the four grades also

increased their knowledge from the pre to the posttest (Figure 3.7). The sixth graders did not increase

their knowledge on either of these questions.


Pre 64.5% 64.2% 8.0% 61.9% 69.5% 71.6%

Post 64.6% 90.8% 90.9% 77.3% 87.6% 83.1%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 3.5 Crackers Question 2 by School

2nd 4th 5th 6th

Pre 33.3% 40.2% 58.9% 70.6%

Post 48.1% 57.2% 88.1% 68.8%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 3.6 Crackers Question 1 by Grade

18

Cookies


correct on the pretest versus the posttest. As shown in the graph, students’ knowledge increased from

the pre to the posttest for both of these questions.

Pretest N=711

Posttest N=622

In an assessment of the pre and posttests by school, five of the six schools increased knowledge on the

first cookie question (Figure 3.9). To answer this question correctly, students had to identify that the

incorrect choice had partially hydrogenated oil and a long ingredient list. Four schools increased

knowledge on the second cookie question (Figure 3.10). To answer this question correctly, students had

to identify that the incorrect choice had partially hydrogenated oil.

2nd 4th 5th 6th

Pre 54.4% 50.4% 71.0% 70.6%

Post 76.4% 89.5% 91.7% 56.3%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 3.7 Crackers Question 2 by Grade

Cookies 1 Cookies 2

Pre 51.2% 19.0%

Post 73.2% 21.4%

0.0%

20.0%

40.0%

60.0%

80.0%

Figure 3.8 Cookies Questions

19

In an assessment of the pre and posttest by grade, three of the four grades increased their knowledge

on the first cookies question (Figure 3.11). On the second cookies question, three of the four grades also

increased their knowledge from the pre to the posttest (Figure 3.12).


Pre 64.5% 63.0% 9.5% 61.1% 58.5% 62.2%

Post 43.8% 75.0% 76.0% 77.3% 77.7% 66.2%

0.0%

20.0%

40.0%

60.0%

80.0%

Figure 3.9 Cookies Question 1


Pre 21.5% 22.2% 2.9% 26.2% 18.5% 31.1%

Post 33.3% 23.7% 13.2% 14.3% 25.4% 26.2%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

Figure 3.10 Cookies Question 2

20

Cereal

Figure 3.13 indicates the percentage of students from all schools who got each of the following

questions correct on the pretest versus the posttest. As shown in the graph, students’ knowledge

increased from the pre to the posttest for all three questions.

2nd 4th 5th 6th

Pre 54.4% 45.9% 62.6% 52.9%

Post 64.4% 78.1% 83.3% 43.8%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 3.11 Cookies Question 1 by Grade

2nd 4th 5th 6th

Pre 25.5% 16.0% 16.8% 17.6%

Post 23.6% 18.6% 23.8% 31.3%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

Figure 3.12 Cookies Question 2 by Grade

21

Pretest N=711

Posttest N=622

In an assessment of the pre and posttests by school, four of the six schools increased knowledge on the

first cereal question (Figure 3.14). To answer this question correctly, students had to identify that the

incorrect choice had high fructose corn syrup and less than 2 grams of fiber per 100 calories. All schools

increased knowledge on the second cereal question (Figure 3.15). To answer this question correctly,

students had to identify that the incorrect choice had partially hydrogenated oil and a long ingredient

list. Only half of schools increased knowledge on the third cereal question (Figure 3.16). To answer this

question correctly, students had to identify that the incorrect choice had high fructose corn syrup and

less than 2 grams of fiber per 100 calories.

Cereal 1 Cereal 2 Cereal 3

Pre 34.6% 39.2% 38.3%

Post 72.5% 76.5% 44.7%

0.0%

20.0%

40.0%

60.0%

80.0%

Figure 3.13 Cereal Questions


Pre 44.1% 44.4% 5.1% 32.5% 44.0% 44.6%

Post 43.8% 75.0% 81.0% 75.6% 81.3% 43.1%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 3.14 Cereal Question 1 by School

22


Pre 49.5% 44.4% 8.0% 45.2% 41.5% 62.2%

Post 64.6% 88.2% 86.8% 65.5% 79.3% 64.6%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%



Pre 41.9% 54.3% 5.8% 37.3% 50.5% 44.6%

Post 52.1% 52.6% 29.8% 27.7% 64.2% 30.8%

0.0%

20.0%

40.0%

60.0%

80.0%


23

In an assessment of the pre and posttest by grade, all of the grades increased their knowledge on both

the first and the second cereal questions (Figures 3.17 and 3.18). On the third cereal question, only half

of the grades increased their knowledge from the pre to the posttest (Figure 3.19).

2nd 4th 5th 6th

Pre 40.7% 29.1% 42.1% 35.3%

Post 63.0% 78.8% 79.8% 43.8%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 3.17 Cereal Question 1 by Grade

2nd 4th 5th 6th

Pre 46.6% 34.4% 40.2% 52.9%

Post 65.7% 83.7% 79.8% 68.8%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%


24

Cereal bars and Bread

Figure 3.20 indicates the percentage of students from all schools who got each of the following

questions correct on the pretest versus the posttest. As shown in the graph, students’ knowledge

increased from the pre to the posttest for all three questions.

Pretest N=711

Posttest N=622

In an assessment of the pre and posttests by school, five of the six schools increased knowledge on the

first cereal bar question (Figure 3.21). To answer this question correctly, students had to identify that

the incorrect choice had high fructose corn syrup as the first ingredient, a long ingredient list, and less

than 2 grams of fiber per 100 calories. All schools increased knowledge on the second cereal bar

question (Figure 3.22). To answer this question correctly, students had to identify that the incorrect

choice had partially hydrogenated oil, a long ingredient list, and less than 2 grams of fiber per 100

2nd 4th 5th 6th

Pre 38.7% 33.6% 52.3% 47.1%

Post 36.1% 43.1% 72.6% 43.8%

0.0%

20.0%

40.0%

60.0%

80.0%


Cereal bars 1 Cereal bars 2 Bread

Pre 45.9% 28.1% 57.2%

Post 78.5% 72.2% 84.7%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 3.20 Cereal bars and Bread Questions

25

calories. All schools increased knowledge on the bread question (Figure 3.23). To answer this question

correctly, students had to identify that the incorrect choice had high fructose corn syrup and less than 2

grams of fiber per 100 calories.


Pre 61.3% 42.0% 8.0% 46.8% 61.5% 56.8%

Post 54.2% 82.9% 83.5% 69.7% 90.2% 63.1%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 3.21 Cereal bar Question 1 by School


Pre 41.9% 34.6% 3.6% 34.9% 31.0% 29.7%

Post 47.9% 84.2% 81.0% 73.1% 73.6% 53.8%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

3.22 Cereal bar Question 2 by School

26

In an assessment of the pre and posttest by grade, all of the grades increased their knowledge on both

of the cereal bar questions (Figures 3.24 and 3.25). On the bread question, three of the four grades

increased their knowledge from the pre to the posttest (Figure 3.26).


Pre 69.9% 64.2% 13.9% 57.1% 71.0% 77.0%

Post 72.9% 88.2% 87.6% 78.2% 89.1% 83.1%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

3.23 Bread Question by School

2nd 4th 5th 6th

Pre 44.1% 40.2% 66.4% 58.8%

Post 65.7% 84.6% 91.7% 62.5%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 3.24 Cereal bar Question 1 by Grade

27

2nd 4th 5th 6th

Pre 36.3% 20.5% 36.4% 47.1%

Post 63.9% 77.8% 76.2% 56.3%

0.0%

20.0%

40.0%

60.0%

80.0%

Figure 3.25 Cereal bar Question 2 by Grade

2nd 4th 5th 6th

Pre 56.9% 50.4% 79.4% 70.6%

Post 77.8% 89.2% 91.7% 56.3%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 3.26 Bread Question by Grade

28

CATCH Kids Club

The Coordinated Approach to Child Health (CATCH) Kids Club (CKC) is an evidence-based curriculum

designed to teach children how to make healthy food choices by educating participants on the ‘Go Slow

and Whoa’ guidelines. These guidelines are based on children understanding the nutritional value of

items that are low in sugar and fat, while also understanding the importance of limiting the intake of

processed foods. In addition, participants gain knowledge on the importance of physical activity and

family interaction. The children who participate get the opportunity to play games and learn how make

healthy snacks while having fun.1

Methodology

The CKC program measure included a pre and posttest assessment that was developed by the CATCH

program. Additionally, there was pre and post program fitness testing.

The CATCH assessment consisted of 30 multiple-choice questions. Questions measured knowledge,

attitudes, and behaviors related to nutrition and healthy living. Questions dealt with healthy eating,

exercise knowledge, healthy food knowledge, lifestyle choices, and CKC feedback.

CKC was implemented in twelve locations during the 2013 – 2014 school year. It was implemented by

IAK staff in four locations and YMCA staff in eight locations. At YMCA sites the program was called GO

Club. Tests were administered by IAK staff or YMCA staff, depending on the site.

Fitness testing included four tests: pacers, curl-ups, trunk lifts, and push-ups. The objectives of each test

are as follows: pacers – to run as long as possible, back and forth across a 20 meter space with

continuous movement at a pace that gets faster each minute; curl-ups – to complete as many curl-ups

as possible up to a maximum of 75 at a specific pace; trunk lifts – to lift the upper body off the floor

using the muscles of the back and hold the position to allow for measurements; and push-ups –

complete as many 90 degree push-ups at a rhythmic pace. Testing was done by IAK staff.

Descriptive statistics were reported for the number of participants by site, as well as pre and posttest

assessment scores and pre and post program fitness testing results. It is important to note that three

YMCA sites participated in the program but did not complete the posttest. Therefore, they are included

in descriptive statistics but not the pre and posttest assessments. An additional two YMCA sites (Owasso

YMCA and Stone Canyon) only participated in the fitness testing. They are not included in descriptive

statistics. Fitness testing results are only reported for those students who had both a pre and posttest.

All results are broken down into YMCA sites, IAK sites, and total.

Results

Overall, a total of 144 individuals participated in this program from ten different sites during the 2013 –

2014 school year. Figure 4.1 depicts the number of participants from each site. Four of these sites were

IAK sites (Sand Springs Main, Sand Springs Pratt, Kid’s Castle, and North Mabee). Six of these sites were

YMCA sites (McClure Elementary, Daily Family YMCA, Roy Clark Elementary, Rosa Parks Elementary,

Grove Elementary, and Barnes Elementary). The largest number of participants was at Roy Clark

1 CATCH After School. CATCH. Retrieved from http://catchusa.org/ckc.htm.

29

Elementary (28 participants) and the smallest number of participants was at Sand Springs Pratt and Kid’s

Castle (four participants each).

N=144

A little over half of participants were boys (54.9%) and 45.1% were girls. As shown in Figure 4.2, the

largest percentage of participants were in third grade (33.3%), followed closely by fourth grade (30.3%).

Healthy Bodies

Figure 4.3 indicates the percentage of students from all locations who got each of the following

questions regarding healthy bodies correct on the pretest versus the posttest. The first question (heart)

asks students what the heart is (a muscle). The second question (playing hard) asks students how to

know that you’re playing hard (your heart beats faster). The third question (warm up/cool down) asks

students if you should warm up and cool down when you exercise (yes, every time). As shown in Figure

17

4

17

19

28

26

11

4

6

12

0 5 10 15 20 25 30

Sand Springs Main

Sand Springs Pratt

McClure

Daily Family

Roy Clark

Rosa Parks

Grove

Kids Castle

Barnes

North Mabee

Figure 4.1 Number of Participants by Location

0.7%

4.9%

9.9%

31.0% 30.3%

19.7%

3.5%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

Kindergarten

1st grade 2nd grade 3rd grade 4th grade 5th grade 6th grade

Figure 4.2 Participants by Grade

30

4.3, students’ knowledge increased on the first two questions but slightly decreased on the third. It

should also be noted that the first and third questions were answered correctly by less than 60% of

students on both the pre and the posttest. In contrast, the second questions (playing hard) was

answered correctly by over 70% of students on both the pre and posttest.

Pretest N=100

Posttest N=79

In an assessment of the pre and posttests by YMCA sites versus IAK sites, both sites increased their

knowledge on the first two questions and both sites decreased their knowledge on the third question.

Heart Playing hard Warm up/cool down

Pre 47.0% 74.0% 49.0%

Post 53.2% 78.5% 46.8%

0.0%

20.0%

40.0%

60.0%

80.0%

Figure 4.3 Healthy Bodies

YMCA sites IAK sites YMCA sites IAK sites YMCA sites IAK sites


Pre 42.2% 55.6% 68.8% 83.3% 51.6% 44.4%

Post 46.3% 68.0% 72.2% 92.0% 50.0% 40.0%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 4.4 Healthy Bodies by Location

31

Healthy Eating


questions regarding healthy eating correct on the pretest versus the posttest. The first question (need to

grow) asks students what the body needs to grow (food). The second question (fiber) asks students

which food item has the most fiber (beans). The third question (salt) asks students which food item has

the most salt (French fries). The fourth question (fast food) asks students what they would mostly find at

a fast food restaurant (unhealthy fats). The fifth question (breakfast food) asks students which breakfast

food as the most fiber (whole-grain cereal). The sixth question (water) asks students how many cups of

water they should drink every day (6-8 cups). The seventh question (unhealthy food choices) asks

students what an unhealthy food choice is called (WHOA food). As shown in Figure 4.5, students’

knowledge increased in four of these questions. Students’ knowledge did not increase on the ‘need to

grow,’ ‘salt,’ or ‘breakfast food’ questions. Although scores increased on the ‘fiber’ question, the

percentage of students who answered this question correct was lower than all other questions.

Pretest N=100

Posttest N=79

In an assessment of the pre and posttests by YMCA sites versus IAK sites, the YMCA sites increased their

knowledge in three of the seven questions, while the IAK sites increased their knowledge in all seven of

the questions. Please note that these seven questions are split into two graphs (Figures 4.6 and 4.7).

Need togrow

Fiber Salt Fast foodBreakfast

foodWater

Unhealthyfood

choice

Pre 78.0% 18.0% 80.0% 49.0% 51.0% 40.0% 29.0%

Post 77.2% 22.8% 72.2% 60.8% 41.8% 44.3% 45.6%

0.0%

20.0%

40.0%

60.0%

80.0%

Figure 4.5 Healthy Eating

32

Nutrition Label


questions regarding a nutrition label correct on the pretest versus the posttest. The first question

(sodium) asks students how many milligrams of sodium the food has (440 mg). The second question

(good source of fiber) asks students if the food is a good source of fiber (no). The third question (healthy

food choice) asks students if the food is a healthy choice based on the nutrition label (no). As shown in

Figure 4.8, students’ knowledge increased in all three of these questions. However, the overall scores

for ‘good source of fiber’ were still much lower than the other questions.

YMCA sites IAK sites YMCA sites IAK sites YMCA sites IAK sites YMCA sites IAK sites

Need to grow Fiber Salt Fast food

Pre 73.4% 86.1% 15.6% 22.2% 81.3% 77.8% 42.2% 61.1%

Post 72.2% 88.0% 18.5% 32.0% 66.7% 84.0% 57.4% 68.0%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 4.6 Healthy Eating by Location (Q1 – Q4)


Breakfast food Water Unhealthy food choice

Pre 64.1% 27.8% 42.2% 36.1% 29.7% 27.8%

Post 40.7% 44.0% 35.2% 64.0% 42.6% 52.0%

0.0%

20.0%

40.0%

60.0%

80.0%


33

Pretest N=100

Posttest N=79

In an assessment of the pre and posttests by YMCA sites versus IAK sites, both the IAK and YMCA sites

increased their knowledge on all three questions.

Healthy Food Choices

Figure 4.10 represents the average number of healthy food choices that were selected by participants

from each location, as well as overall. Questions were asked about fruits/vegetables, sweets, water,

milk, breakfast, side dishes and the student’s ability to have healthy options at home. There were nine

questions in this section, therefore nine would be the highest possible score. There was essentially no

change in the average number of healthy food choices made by participants overall.

Sodium Good source of fiber Healthy food choice

Pre 56.0% 28.0% 33.0%

Post 67.1% 45.6% 53.2%

0.0%

20.0%

40.0%

60.0%

80.0%

Figure 4.8 Interpreting a Nutrition Label



Pre 54.7% 58.3% 25.0% 33.3% 28.1% 41.7%

Post 63.0% 76.0% 44.4% 48.0% 50.0% 60.0%

0.0%

20.0%

40.0%

60.0%

80.0%

Figure 4.9 Interpreting a Nutrition Label by Location

34

Pretest N=100

Posttest N=79

Participation in GO Activities at Home

Figure 4.11 represents the average score students got when asked about their participation in GO

activities at home. Students were asked about if they play GO activities at home, as well as questions

about if they feel safe, enjoy playing, have a place to play, someone to play with, and are encouraged to

play GO activities. There were a total of six questions in this section, therefore six would be the highest

possible score. The overall score did not change from the pre to the posttest. The IAK sites average

score increased, while the YMCA sites average score decreased from the pre to the posttest.

Pretest N=100

Posttest N=79

5.0

5.5

5.2

5.0

5.5

5.1

4.0 4.2 4.4 4.6 4.8 5.0 5.2 5.4 5.6

YMCA sites

IAK sites

Total

Figure 4.10 Average Number of Healthy Food Choices

Pre Post

4.3

4.2

4.3

3.9

4.9

4.3

3.0 3.5 4.0 4.5 5.0 5.5

YMCA sites

IAK sites

Total

Figure 4.11 Participation in GO Activities at Home

Pre Post

35

CATCH Kids Club Feedback

Figure 4.12 represents student feedback about CATCH Kids Club from the pretest to the posttest.

Positive feedback increased overall for both questions. It increased in both questions for IAK sites and

decreased slightly in YMCA sites when participants were asked if they have fun with CATCH activities.

Pretest N=100

Posttest N=79

Fitness Testing

Figure 4.13 shows the overall averages for each of the four fitness tests from the pre to the posttest.

Pacers, trunk lifts, and push-ups all increased from the pre to the posttest. Curl-ups decreased slightly.

Pacers had the largest percentage increase (33.1% increase).

Pretest N= 108

Posttest N= 108

YMCA sites IAK sites Total YMCA sites IAK sites Total

Fun with CATCH Tell family about CKC

Pre 64.1% 44.4% 57.0% 43.8% 27.8% 38.0%

Post 63.0% 60.0% 62.0% 46.3% 32.0% 41.8%

0.0%

20.0%

40.0%

60.0%

80.0%

Figure 4.12 CATCH Kids Club Feedback

Pacers Curl-ups Trunk lifts Push-ups

Pre 13.0 15.0 7.4 3.4

Post 17.3 14.6 7.8 4.3

0

5

10

15

20

Figure 4.13 Fitness Testing

36

The results of the pacers test increased for both YMCA and IAK sites, as well as overall (Figure 4.14).

The results of the curl-up test increased for IAK sites, but did not increase for YMCA sites or the overall

total (Figure 4.15).

YMCA sites IAK sites Total

Pre 13.3 11.5 13.0

Post 18.1 13.9 17.3

0.0

5.0

10.0

15.0

20.0

Figure 4.14 Pacers


Pre 13.3 21.7 15.0

Post 12.1 24.9 14.6

0.0

5.0

10.0

15.0

20.0

25.0

30.0

Figure 4.15 Curl-ups

37

The results of the trunk lift test increased for both YMCA and IAK sites, as well as overall (Figure 4.16).

The results of the push-up test increased for YMCA sites and the overall total, but decreased slightly for

IAK sites (Figure 4.17).


Pre 7.6 6.7 7.4

Post 7.8 7.6 7.8

0.0

2.0

4.0

6.0

8.0

10.0

Figure 4.16 Trunk lifts


Pre 3.1 4.8 3.4

Post 4.2 4.7 4.3

0.0

1.0

2.0

3.0

4.0

5.0

6.0

Figure 4.17 Push-ups

38

YMCA GO Club

Graduate Oklahoma (GO) Club is an after-school YMCA program aimed at creating healthier lifestyles for

elementary and middle school aged children through physical activity and nutrition education. This

program uses the CATCH Kids Club (CKC) curriculum, which is an evidence-based curriculum designed to

teach children how to make healthy food choices by educating students on the ‘Go Slow and Whoa’

guidelines. These guidelines are based on children understanding the nutritional value of items that are

low in sugar and fat, while also understanding the importance of limiting the intake of processed foods.

In addition, students gain knowledge on the importance of physical activity and family interaction. The

GO Club/ CKC program strongly aligns with the National Afterschool Association (NAA) that creates best

practices for out-of-school youth ages 5-14.1 This course was implemented in ten YMCA sites in Tulsa

County.

Methodology

The GO Club program uses the CATCH Kids Club curriculum. The program measure included a pre and

posttest CATCH assessment that was developed by the CATCH program. Additionally, there was a

section of the assessment that was developed by YMCA staff and pre and post program fitness testing.

The CATCH assessment consisted 30 multiple-choice questions. Questions measured knowledge,

attitudes, and behaviors related to nutrition and healthy living. Questions dealt with healthy eating,

exercise knowledge, healthy food knowledge, lifestyle choices, and CATCH Kids Club (CKC) feedback.

The YMCA assessment consisted of five multiple choice questions dealing with healthy eating and GO

Club feedback, as well as demographic questions.

Fitness testing included four tests: pacers, curl-ups, trunk lifts, and push-ups. The objective of each test

are as follows: pacers – to run as long as possible, back and forth across a 20 meter space with

continuous movement at a pace that gets faster each minute; curl-ups – to complete as many curl-ups

as possible up to a maximum of 75 at a specific pace; trunk lifts – to lift the upper body off the floor

using the muscles of the back and hold the position to allow for measurements; and push-ups –

complete as many 90 degree push-ups at a rhythmic pace. Testing was done by IAK staff.

Descriptive statistics were reported for the number of participants by site, as well as pre and posttest

assessment scores and pre and post program fitness testing results. Since there were two separate

assessments used and each collected their own demographic information, each assessment is reported

separately with its own demographics.

There were six sites that completed the CATCH assessment, although three of these sites did not

complete the posttest (Grove Elementary, Barnes Elementary, and Rosa Parks Elementary). Therefore,

they are included in descriptive statistics but not the pre and posttest assessments. Additionally, there

were a total of nine sites that completed the YMCA posttest, but only four completed the pretest. All

sites are included in the demographic information (using demographics from the YMCA posttest

assessment), but only those sites who completed both the pre and posttest assessments are included in

1 CATCH After School. CATCH. Retrieved from http://catchusa.org/ckc.htm.

39

those statistics regarding the assessment. Fitness testing results are only reported for those students

who had both a pre and posttest.

Results

CATCH Kids Club Assessment

A total of 107 students participated in the CATCH assessment at six different YMCA sites during the 2013

– 2014 school year. Figure 5.1 depicts the number of participants from each site. The largest number of

participants was at Roy Clark Elementary (28 participants) and the smallest number of participants was

at Barnes Elementary (six participants).

N=107

A little over half of participants were boys (56.2%) and 43.8% were girls. As shown in Figure 5.2, the

largest percentage of participants were in third grade (33.0%).

17

19

28

26

11

6

0 5 10 15 20 25 30

McClure

Daily Family

Roy Clark

Rosa Parks

Grove

Barnes

Figure 5.1 Number of Participants by Location

0.9%

6.6%

13.2%

33.0%

27.4%

15.1%

3.8%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

Kindergarten

1st grade 2nd grade 3rd grade 4th grade 5th grade 6th grade

Figure 5.2 Participants by Grade

40

Healthy Bodies


questions regarding healthy bodies correct on the pretest versus the posttest. The first question (heart)

asks students what the heart is (a muscle). The second question (playing hard) asks students how to

know that you’re playing hard (your heart beats faster). The third question (warm up/cool down) asks

students if you should warm up and cool down when you exercise (yes, every time). As shown in Figure

5.3, students’ knowledge increased on the first two questions but slightly decreased on the third. It

should also be noted that the first and third questions were answered correctly by less than 60% of

students on both the pre and the posttest. In contrast, the second questions (playing hard) was

answered correctly by over 65% of students on both the pre and posttest.

Pretest N=64

Posttest N=54


Pre 42.2% 68.8% 51.6%

Post 46.3% 72.2% 50.0%

0.0%

20.0%

40.0%

60.0%

80.0%

Figure 5.3 Healthy Bodies

41

As shown in Figure 5.4, all three sites increased their knowledge on the first question (heart) on the

posttest compared to the pretest. On the second question (playing hard), McClure and Daily Family both

showed increased knowledge, although Roy Clark decreased. Roy Clark was the only site to show an

increase on the third question (warm up/cool down).

Healthy Eating


questions regarding healthy eating correct on the pretest versus the posttest. The first question (need to

grow) asks students what the body needs to grow (food). The second question (fiber) asks students

which food item has the most fiber (beans). The third question (salt) asks students which food item has

the most salt (French fries). The fourth question (fast food) asks students what they would mostly find at

a fast food restaurant (unhealthy fats). The fifth question (breakfast food) asks students which breakfast

food as the most fiber (whole-grain cereal). The sixth question (water) asks students how many cups of

water they should drink every day (6-8 cups). The seventh question (unhealthy food choices) asks

students what an unhealthy food choice is called (WHOA food). As shown in Figure 5.5, students’

knowledge increased in three of these questions: the ‘fiber,’ ‘fast food,’ and ‘unhealthy food choices’

questions. Although scores increased on the ‘fiber’ question, the percentage of students who answered

this question correct was lower than all other questions.

McClureDaily

FamilyRoy

ClarkMcClure

DailyFamily

RoyClark

McClureDaily

FamilyRoy

Clark


Pre 47.1% 57.9% 28.6% 64.7% 73.7% 67.9% 58.8% 36.8% 57.1%

Post 50.0% 66.7% 30.0% 77.3% 75.0% 65.0% 40.9% 33.3% 70.0%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 5.4 Healthy Bodies by Location

42

Pretest N=64

Posttest N=54

In an assessment of the pre and posttests by site, McClure increased their knowledge on three of the

seven questions, while Daily Family and Roy Clark increased their knowledge on two of the seven

questions. Please note that these seven questions are split into two graphs (Figures 5.6 and 5.7).

Need togrow

Fiber Salt Fast foodBreakfast

foodWater

Unhealthyfood

choices

Pre 73.4% 15.6% 81.3% 42.2% 64.1% 42.2% 29.7%

Post 72.2% 18.5% 66.7% 57.4% 40.7% 35.2% 42.6%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%


McClureDaily

FamilyRoy

ClarkMcClure

DailyFamily

RoyClark

McClureDaily

FamilyRoy

ClarkMcClure

DailyFamily

RoyClark

Need to grow Fiber Salt Fast food

Pre 64.7% 73.7% 78.6% 11.8% 31.6% 7.1% 82.4% 73.7% 85.7% 29.4% 52.6% 42.9%

Post 68.2% 75.0% 75.0% 27.3% 16.7% 10.0% 68.2% 66.7% 65.0% 63.6% 75.0% 40.0%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%


43

Nutrition Label


questions regarding a nutrition label correct on the pretest versus the posttest. The first question

(sodium) asks students how many milligrams of sodium the food has (440 mg). The second question

(good source of fiber) asks students if the food is a good source of fiber (no). The third question (healthy

food choice) asks students if the food is a healthy choice based on the nutrition label (no). As shown in

Figure 5.8, students’ knowledge increased in all three of these questions. However, scores for ‘good

source of fiber’ and ‘healthy food choice’ were below 50% for both the pre and posttest assessments.

Pretest N=64

Posttest N=54

McClureDaily

FamilyRoy Clark McClure

DailyFamily

Roy Clark McClureDaily

FamilyRoy Clark

Breakfast food Water Unhealthy food choices

Pre 70.6% 57.9% 64.3% 47.1% 36.8% 42.9% 47.1% 26.3% 21.4%

Post 27.3% 50.0% 50.0% 45.5% 25.0% 30.0% 40.9% 8.3% 65.0%

0.0%

20.0%

40.0%

60.0%

80.0%



Pre 54.7% 25.0% 28.1%

Post 63.0% 44.4% 50.0%

0.0%

20.0%

40.0%

60.0%

80.0%

Figure 5.8 Interpreting a Nutrition Label

44

In an assessment of the pre and posttests site, McClure and Daily Family increased their knowledge on

all three questions, while Roy Clark increased on the second two questions.

Healthy Food Choices

Figure 5.10 represents the average number of healthy food choices that were selected by participants

from each location, as well as overall. Questions were asked about fruits/vegetables, sweets, water,

milk, breakfast, side dishes and the student’s ability to have healthy options at home. There were nine

questions in this section, therefore nine would be the highest possible score. There was essentially no

change in the average number of healthy food choices made by participants overall. However, both

McClure and Daily Family had a higher average number of health food choices on the posttest compared

to the pretest.

Pretest N=64

Posttest N=54

McClureDaily

FamilyRoy

ClarkMcClure

DailyFamily

RoyClark

McClureDaily

FamilyRoy

Clark


Pre 52.9% 52.6% 57.1% 29.4% 26.3% 21.4% 41.2% 21.1% 25.0%

Post 72.7% 58.3% 55.0% 59.1% 33.3% 35.0% 50.0% 50.0% 50.0%

0.0%

20.0%

40.0%

60.0%

80.0%

Figure 5.9 Interpreting a Nutrition Label by Location

4.7

4.7

5.4

5.0

5.0

5.1

4.9

5.0

4.2 4.4 4.6 4.8 5.0 5.2 5.4 5.6

McClure

Daily Family

Roy Clark

Total

Figure 5.10 Average Number of Healthy Food Choices

Pre Post

45

Participation in GO Activities at Home

Figure 5.11 represents the average score students got when asked about their participation in GO

activities at home. Students were asked about if they play GO activities at home, as well as questions

about if they feel safe, enjoy playing, have a place to play, someone to play with, and are encouraged to

play GO activities. There were a total of six questions in this section, therefore six would be the highest

possible score. The overall score, as well as the scores for each site, decreased from the pre to the

posttest.

Pretest N=64

Posttest N=54

CATCH Kids Club Feedback

Figure 5.12 represents student feedback about CATCH Kids Club from the pretest to the posttest.

Feedback decreased slightly on the first question and increased on the second. On the first question,

positive feedback increased for McClure but decreased for Daily Family and Roy Clark. On the second

question, positive feedback increased for McClure and Daily Family.

4.0

4.1

4.6

4.3

3.6

3.8

4.4

3.9

0.0 1.0 2.0 3.0 4.0 5.0

McClure

Daily Family

Roy Clark

Total

Figure 5.11 Participation in GO Activities at Home

Pre Post

46

Pretest N=64

Posttest N=54

YMCA Assessment

A total of 189 students from nine YMCA sites participated in YMCA assessment and fitness testing.

Figure 5.13 depicts the number of participating students from each site. The largest number of students

was at Bixby (43 students) and the smallest number of students was at Bailey (two students).

N=189

The majority of students were female (54.5%) and the largest percentage were white (47.6%).

Additionally, the majority of students lived with two parents (50.8%).

McClureDaily

FamilyRoy

ClarkTotal McClure

DailyFamily

RoyClark

Total

Fun with CATCH Tell family about CKC

Pre 64.7% 42.1% 78.6% 64.1% 35.3% 21.1% 64.3% 43.8%

Post 81.8% 16.7% 70.0% 63.0% 50.0% 33.3% 50.0% 46.3%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 5.12 CATCH Kids Club Feedback

18

36

13

2

21

15

19

22

43

0 10 20 30 40 50

Roy Clark

Owasso Y

Barnes

Bailey

Stone Canyon

Grove

Rosa Parks

McClure

Bixby

Figure 5.13 Number of Participants by Site

47

45.5%

54.5%

Figure 5.14 Gender

Male Female

14.3%

1.1%

47.6%

17.5%13.2%

6.3%

0.0%

20.0%

40.0%

60.0%

Figure 5.15 Race/Ethnicity

50.8%

24.3%

4.2%

15.9%

2.6% 2.1%

0.0%

20.0%

40.0%

60.0%

I live with 2parents

I live with mymother

I live with myfather

Sometimes I livewith my motherand sometimeswith my father.

I live withanother

guardian,relative, or

person otherthan my parents.

I don't know

Figure 5.16 Family Situation

48

Comfort at GO Club

Students were asked about safety and comfort at GO Club on the YMCA assessment. Figure 5.17

indicates the percentage of participants who stated that they felt safe at GO Club and the percentage of

participants who felt that the adults at GO Club cared about them. Overall, the percentage of

participants who reported they feel safe at GO Club decreased slightly from the pretest to the posttest.

It is important to note that even though this percentage decreased slightly, the pre and posttest

percentages were both above 98%. The percentage of participants who reported that the adults at GO

Club cared about them increased from the pretest to the posttest.

Pretest N=86

Posttest N=74

Overall comfort was high at all GO Club sites on both the pre and posttest. While most schools stayed

relatively consistent on these questions, McClure had a large increase in students who felt that the

adults at GO Club cared about them from the pre to the posttest.

Feel safe at GO Club Adults at GO Club care about them

Pre 98.8% 94.2%

Post 98.4% 96.3%

90.0%

92.0%

94.0%

96.0%

98.0%

100.0%

Figure 5.17 Comfort at GO Club

49

Nutrition

Figure 5.19 indicates the percentage of participants from all sites who got each of the following

questions correct on the pretest versus the posttest. The first question (heart disease and cancer) asks

participants if food choices make a difference in getting heart disease and cancer (yes), the second

question (servings of fruits and vegetables) asks how many servings of fruits and vegetables should be

eaten each day (at least 5), and the third question (healthy choices) asks participants if a granola bar or a

candy bar is healthier (granola bar). As shown in Figure 5.19, participants’ knowledge increased from the

pre to the posttest for each of these questions.

Pretest N=86

Posttest N=74

All sites improved or stayed the same in the questions about heart disease and cancer, servings of fruits

and vegetables, and healthy choices (Figure 5.20). It is important to note that even though all sites

improved or stayed the same for all of these questions, the percentages of students who got the heart

RoyClark

GroveRosaParks

McClureRoy

ClarkGrove

RosaParks

McClure

Feel safe at GO Club Adults at GO Club care about them

Pre 100.0% 100.0% 100.0% 94.1% 96.7% 100.0% 100.0% 77.8%

Post 100.0% 93.3% 94.7% 100.0% 94.4% 86.7% 89.5% 100.0%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 5.18 Comfort at GO Club by Site

Heart disease and cancerServings of fruits and

vegetablesHealthy choices

Pre 18.6% 32.9% 87.2%

Post 44.1% 40.2% 97.3%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 5.19 Nutrition

50

disease & cancer and servings of fruits & vegetables questions correct was much lower than the healthy

choices question.

Fitness Testing

Figure 5.21 shows the overall averages for each of the four fitness tests from the pre to the posttest.

Pacers, trunk lifts, and push-ups all increased from the pre to the posttest. Curl-ups decreased slightly.

Pretest N=87

Posttest N=87

RoyClark

GroveRosaParks

McClureRoy

ClarkGrove

RosaParks

McClureRoy

ClarkGrove

RosaParks

McClure

Heart disease and cancer Servings of fruits and vegetables Healthy choices

Pre 6.7% 25.0% 19.2% 33.3% 33.3% 16.7% 52.0% 16.7% 90.00% 91.7% 100.0% 61.1%

Post 33.30% 33.3% 36.8% 59.1% 33.3% 40.0% 63.2% 63.6% 94.4% 100.0% 100.0% 100.0%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 5.20 Nutrition by Site

Pacer Curl up Trunk lift Push up

Pre 13.3 13.3 7.6 3.1

Post 18.1 12.1 7.8 4.2

0.0

5.0

10.0

15.0

20.0

Figure 5.21 Fitness Testing

51

52

Healthy Bodies, Happy Kids

Healthy Bodies, Happy Kids is a five lesson curriculum that teaches kids how exercise and choosing

healthy foods will help keep their body healthy. Each lesson focuses on a different area: Bones, Heart,

Muscles, Brain, and the five senses. Within each lesson, the importance of nutrition and physical activity

is highlighted in order to keep a happy, healthy body. Healthy Bodies, Happy Kids is a program offered in

the summer and targets kids who just completed grades 3 – 5. This program was implemented in two

schools.

Methodology

The Healthy Bodies, Happy Kids program measure included a pre and posttest assessment that was

developed by IAK staff. The survey consisted of eight multiple-choice questions. Questions dealt with

exercise, healthy eating, and the five senses.

Tests were administered by IAK staff. A total of 16 students participated in the program.

Descriptive statistics were reported for basic demographic information, as well as pre and posttest

assessment scores.

Results

A total of 16 students participated in the Healthy Bodies, Happy Kids program in 2014 in two locations:

Patrick Henry Elementary (five students) and Eisenhower Elementary (11 students). Half of students

were male and half were female. Almost half of the participants (43.8%) had just completed 4th grade

(Figure 6.1).

N=16

Healthy Eating


regarding healthy eating correct on the pretest versus the posttest. The first question (strong bones)

25.0%

43.8%

25.0%

6.3%

Figure 6.1 Grade

3rd 4th 5th 6th

53

asks students what food or drink helps keep bones strong (milk), the second question (mineral for

bones) asks what mineral found in food keeps bones healthy and strong (calcium), the third question

(brain energy) asks what food gives the brain lots of energy (cereal), and the fourth question (healthy

heart) asks what food keeps the heart healthy (strawberries). As shown in Figure 6.2, students’

knowledge increased in ‘strong bones’ and ‘brain energy,’ and stayed at 100% for ‘healthy heart.’

However, students’ knowledge decreased on the ‘mineral for bones’ question.

Pretest N=16

Posttest N=16

In an assessment of the pre and posttest by school, both schools increased or stayed the same for the

questions regarding strong bones, brain energy, and healthy hearts (Figure 6.3). However, both schools

showed a decrease in knowledge for the mineral question (Figure 6.3).

Strong bones Mineral for bones Brain energy Healthy heart

Pre 87.5% 81.3% 0.0% 100.0%

Post 93.8% 62.5% 43.8% 100.0%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%


PatrickHenry

EisenhowerPatrickHenry



Eisenhower

Strong bones Mineral for bones Brain energy Healthy heart

Pre 100.0% 81.8% 80.0% 81.8% 0.0% 0.0% 100.0% 100.0%

Post 100.0% 90.9% 60.0% 63.6% 60.0% 36.4% 100.0% 100.0%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 6.3 Healthy Eating by School

54

Exercise


regarding healthy exercise correct on the pretest versus the posttest. The first question (muscles) asks

students how to make muscles stronger (lift weights), the second question (brain) asks what activities

can be done to exercise the brain (word find or search), and the third question (heart) asks what

activities can be done to exercise the heart (play soccer). As shown in the graph below, students’

knowledge increased in ‘brain’ and ‘heart.’ However, students’ knowledge decreased on the ‘muscles’

question.

Pretest N=16

Posttest N=16

Figure 6.5 shows that both schools increased or stayed the same for the questions regarding brain and

heart exercise in the pre and posttest assessments. However, Eisenhower Elementary showed a

decrease in knowledge for the question of muscle exercise. Patrick Henry Elementary stayed at 100%.

Muscles Brain Heart

Pre 93.8% 87.5% 37.5%

Post 75.0% 100.0% 43.8%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 6.4 Exercise

PatrickHenry



Eisenhower

Muscles Brain Heart

Pre 100.0% 90.9% 80.0% 90.9% 60.0% 27.3%

Post 100.0% 63.6% 100.0% 100.0% 60.0% 36.4%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 6.5 Exercise by School

55

The Five Senses

Figure 6.6 shows the increase in knowledge for the question regarding the five senses. This question

asks students to identify which of the options is not one of the five senses (speaking). Overall, there was

an increase in knowledge for this question. As shown in the graph below, Patrick Henry Elementary

showed an increase in knowledge and Eisenhower Elementary stayed the same (Figure 6.6).

Pretest N=16

Posttest N=16

Patrick Henry Einsenhower Total

Pretest 80.0% 100.0% 93.8%

Posttest 100.0% 100.0% 100.0%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 6.6 The Five Senses

56

YMCA Summer Program

The YMCA Summer Program focused on My Plate, reading food labels, and hands on food preparation

for the students. The lessons were 35 minutes and were as interactive as possible. Every day the

students ate either a fruit or vegetable, except on food prep days when they ate from multiple food

groups. Some examples of the foods demos were guacamole, fruit pizza, yogurt parfait, and black bean

salsa. Students learned things such as appropriate serving sizes and how much of each food group they

were supposed to have every day, as well as how to properly read a food label to figure out if the food is

healthy or unhealthy.

Methodology

The YMCA Summer Program measure included a pre and posttest assessment that was developed by

IAK staff. The survey consisted of six multiple-choice questions. Questions dealt with serving sizes of

fruit, the five food groups, dietary fiber, and food sources of calcium, protein and carbohydrates.

Tests were administered by IAK staff. A total of 106 students from four schools participated in the

program.

Descriptive statistics were reported for the number of participants by school and grade, as well as pre

and posttest assessment scores.

Results

A total of 106 students from four schools participated in the YMCA Summer Program during summer

2014. Figure 7.1 depicts the number of participating students from each school. The largest number of

students was at Skelly Elementary (39 students) and the smallest number was at Robertson Elementary

(16 students).

N=106

Additionally, the majority of students reported that they were in 3rd grade (54.7%). This is based on

grade that they just completed.

26

16

39

25

0 5 10 15 20 25 30 35 40 45

Wright Elementary

Robertson Elementary

Skelly Elementary

Anderson Elementary


57

Pre and Posttest Assessments


correct on the pretest versus the posttest. As shown in the graph below, students’ knowledge increased

from the pre to the posttest for each of these questions. The largest percentage increase in knowledge

was in the question regarding protein (123.3% increase in knowledge).

Pretest N=106

Posttest N=102

54.7%

21.7%23.6%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

3rd 4th 5th

Figure 7.2 Grade

Serving sizeof fruit

CalciumFive food

groupsProtein

Carbohydrates

Dietaryfiber

Pre 42.5% 20.8% 64.2% 18.9% 28.3% 67.9%

Post 89.2% 40.2% 90.2% 42.2% 55.9% 79.4%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 7.3 Pre and Posttests – Total

58

The first question (serving size of fruit) asks students about the size of a serving of fruit (the size of your

fist). As shown in Figure 7.4, all schools had an increase of knowledge for this question.

The second question (calcium) asks students which food is the best source of calcium (1% milk). As

shown in Figure 7.5, all schools had an increase of knowledge for this question.

Wright Robertson Skelly Anderson

Pre 34.6% 62.5% 46.2% 32.0%

Post 88.0% 100.0% 86.8% 88.0%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 7.4 Serving Size of Fruit by School


Pre 15.4% 25.0% 25.6% 16.0%

Post 32.0% 57.1% 31.6% 52.0%

0.0%

20.0%

40.0%

60.0%

Figure 7.5 Calcium by School

59

The third question (five food groups) asks students which category is not one of the 5 food groups

(dessert). As shown in Figure 7.6, all schools had an increase of knowledge for this question.

The fourth question (protein) asks students which food group contains protein and helps build strong

muscles (meat & beans). As shown in Figure 7.7, all schools had an increase of knowledge for this

question.


Pre 61.5% 75.0% 56.4% 72.0%

Post 84.0% 92.9% 97.4% 84.0%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 7.6 Five Food Groups by School


Pre 30.8% 25.0% 17.9% 4.0%

Post 48.0% 35.7% 36.8% 48.0%

0.0%

20.0%

40.0%

60.0%

Figure 7.7 Protein by School

60

The fifth question (carbohydrates) asks students which food group contains carbohydrates and gives the

brain energy (grains). As shown in Figure 7.8, all schools had an increase of knowledge for this question.

The sixth question (dietary fiber) asks students to interpret a food label to determine how many grams

of dietary fiber are in the food (11 grams). As shown in Figure 7.9, 3 of the 4 schools had an increase of

knowledge for this question.


Pre 46.2% 25.0% 15.4% 32.0%

Post 80.0% 64.3% 39.5% 52.0%

0.0%

20.0%

40.0%

60.0%

80.0%

Figure 7.8 Carbohydrates by School


Pre 53.8% 68.8% 69.2% 80.0%

Post 64.0% 85.7% 92.1% 72.0%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 7.9 Dietary Fiber by School

61

62

Body Mass Index

Body mass index (BMI) is a screening tool used to identify possible weight problems. It is interpreted

using the Centers for Disease Control and Prevention (CDC) BMI-for-age growth charts for girls and boys

in order to account for changes in the amount of body fat at different ages and the differences between

body fat for girls and boys.

Methodology

Height and weight was obtained for students enrolled in IAK schools. Measurements were obtained by

school staff. Only schools who chose to send this information are included in this section. BMI was

calculated for a total of 3,369 students in seven schools.

Body mass index (BMI) and BMI percentiles were calculated using the Children’s BMI Tool for Schools,

an Excel spreadsheet provided by the Centers for Disease Control and Prevention (CDC). BMI percentiles

are categorized into BMI-for-age weight status categories, which are shown below.1

Weight Status Category Percentile Range

Underweight Less than the 5th percentile

Healthy weight 5th percentile to less than the 85th percentile

Overweight 85th to less than the 95th percentile

Obese Equal to or greater than the 95th percentile

Results

Weight status was obtained for a total of 3,369 students in seven schools during the 2013 – 2014 school

year (two sessions were done at Roy Clark Elementary). Figure 8.1 depicts the number of participating

students from each school. The largest number of students was at Rosa Parks Elementary (604 students)

and the smallest number was at Jefferson Elementary (236 students).

1 About BMI for Children and Teens. CDC. Retrieved from http://www.cdc.gov/healthyweight/assessing/bmi/childrens_bmi/about_childrens_bmi.html.

63

N=3,369

Weight Status

Figure 8.2 shows the breakdown of weight status for each school. Overall, the majority of students were

a healthy weight (57.2%). This was true at each school. Northwoods Elementary had the highest

percentage of students at a normal weight (67.0%). Roy Clark Elementary (session 2) had the largest

percentage of students who were overweight (22.4%). Roy Clark Elementary (session 1) had the largest

percentage of students who were obese (28.2%).

N=3,369

369

430

236

482

282

604

483

483

0 100 200 300 400 500 600 700

Garfield Elementary

Grove Elementary

Jefferson Elementary

McAuliffe Elementary

Northwoods Elementary


Roy Clark Elementary (Session 1)

Roy Clark Elementary (Session 2)


Garfield Grove Jefferson McAuliffeNorthwoods

RosaParks

Roy ClarkSession 1

Roy ClarkSession 2

Total

Obese 22.2% 19.3% 24.6% 26.6% 17.0% 19.7% 28.2% 25.5% 23.1%

Overweight 13.0% 14.2% 15.3% 18.3% 14.5% 16.4% 21.1% 22.4% 17.3%

Normal 60.4% 62.8% 58.5% 52.3% 67.0% 60.8% 50.3% 50.7% 57.2%

Underweight 4.3% 3.5% 1.7% 2.9% 1.4% 3.1% 0.4% 1.4% 2.4%

0%

20%

40%

60%

80%

100%

Figure 8.2 Weight Status by School

64

In the assessment of gender, a larger percentage of boys were in the ‘total overweight’ category

compared to girls (41.8% compared to 39.0%). This trend was seen in all schools except Garfield

Elementary and Northwoods Elementary (Figure 8.3). This was also true for obesity (24.8% for boys

compared to 21.3% for girls). This trend was seen in all schools (Figure 8.4). It is important to note that

‘total overweight’ includes both overweight and obese.


RosaParks

Roy ClarkSession 1

Roy ClarkSession 2

Total

Boys 34.8% 34.4% 40.8% 46.9% 28.5% 38.9% 52.8% 50.2% 41.8%

Girls 35.7% 32.6% 38.7% 42.5% 34.8% 33.3% 46.1% 45.7% 39.0%

0.0%

20.0%

40.0%

60.0%

Figure 8.3 Total Overweight by School and Gender


RosaParks

Roy ClarkSession 1

Roy ClarkSession 2

Total

Boys 23.4% 20.0% 27.2% 28.7% 16.7% 20.6% 31.9% 28.4% 24.8%

Girls 21.1% 18.6% 21.6% 24.1% 17.4% 18.8% 24.8% 22.8% 21.3%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

Figure 8.4 Obesity by School and Gender

65

Documents

It’s All About Kids - Tulsa Health · prevention program for elementary school-aged children that encourages kids to make healthy choices, ... brushing techniques and good oral