Fresh, Fit & Fly: A Program to Improve Children's Health

Background/Purpose: Evidence supports the connection between children’s health and learning; healthier children tend to perform better in school. The Coordinated School Health Program (CSH) has been demonstrated to result in healthier school environments. The purpose of this study was to determine the effectiveness of the CSH in improving elementary children’s physical activity and eating behaviors in a rural racially and ethnically diverse school district in Illinois. 

Method: After being awarded the Carol M. White Physical Education Program (PEP) grant from the U.S. Department of Education in 2010, the school district implemented the Fresh, Fit & Fly program. This program encompassed all aspects of the school district, including physical education, programming for parents, training food service staff, and training classroom teachers on increasing physical activity during the school day. In addition, health promotion interventions were implemented with teachers and staff. Physical activity and eating behavior data were collected on students from Kindergarten through 8^th grade over a three year period. Physical activity was assessed with pedometers; cardiovascular fitness via the Pacer Test; fruit and vegetable intake via the School Physical Activity and Nutrition Survey (SPAN). Qualitative data were collected via surveys.

Analysis/Results:

Descriptive statistics indicated that fruit and vegetable intake increased from 18% of students reporting consuming 2 or more fruits and 3 or more vegetables per day at baseline to 41% meeting the recommendations in year two and 77% in year three. In terms of cardiovascular fitness, at baseline 4% of students met the minimum recommendations for fitness; this increased to 12% in year two and 23% in year three. At baseline, 17% of students met the recommendations for 60 minutes of physical activity per day, this proportion stayed constant throughout the study period.

Qualitative data indicated that teachers and staff believed the trainings to support physical activity in the classroom were beneficial and resulted in many teachers increasing daily movement with their students. Other staff wellness interventions were also viewed favorably and contributed to the development of a wellness mindset in the school district. 

Conclusions: While the statistical data for this study are not conclusive in terms of determining the effectiveness of applying CSH in this school district, qualitative results are more informative. Teachers and staff indicated greater awareness of children’s health and its impact on student learning and the school environment.