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Strengthen the Evidence for Maternal and Child Health Programs

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Evidence Tools
MCHbest. Physical Activity.

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Strategy. School-Based Family Intervention

Approach. Provide a school-based family intervention with instruction and support in or outside of school to encourage physical activity

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Overview. Studies indicate that physical activity interventions where students and families are given instruction and support through their school influences physically active behaviors in and out of school, with the goal of increasing physical activity.[1]

Evidence. Emerging Evidence. Strategies based on emerging evidence show promise but have not undergone extensive testing. While these approaches demonstrate potential, their effectiveness remains unconfirmed. Prioritize rigorous monitoring to ensure they achieve desired outcomes for all MCH populations.

Access the peer-reviewed evidence through the MCH Digital Library or related evidence source.

Potential Data Sources. Data to support this strategy can be accessed through:

  • Family enrollment and engagement data
  • Intervention delivery logs/fidelity checklists
  • Family physical activity self-report surveys

Outcome Components. This strategy has shown to have impact on the following outcomes (Read more about these categories):

  • Health and Health Behaviors/Behavior Change. This strategy improves individuals' physical and mental health and their adoption of healthy behaviors (e.g., healthy eating, physical activity).
  • Environmental Health. This strategy improves the impact of physical, chemical, and biological factors in the environment on health.

Detailed Outcomes. For specific outcomes related to each study supporting this strategy, access the peer-reviewed evidence and read the Intervention Results for each study.

Intervention Type. Health Teaching (Education and Promotion) (Read more about intervention types and levels as defined by the Public Health Intervention Wheel).

Intervention Level. Community-Focused

Examples from the Field. Access descriptions of ESMs that use this strategy or aligned components.

Sample ESMs. Here are sample ESMs to use as models for your own measures using the RBA framework (see The Role of Title V in Adapting Strategies).

Quadrant 1:
Measuring Quantity of Effort (“What/how much did we do?”)

  • Number of schools implementing a family-focused physical activity intervention. (Measures the adoption and reach of the intervention)
  • Number of students and family members who participate in the school-based physical activity instruction and support activities. (Quantifies the engagement and involvement of the focus populations)

Quadrant 2:
Measuring Quality of Effort (“How well did we do it?”)

  • Percent of school-based family physical activity intervention components that are evidence-based, relevant, and tailored to the needs and interests of participating families. (Measures the quality and appropriateness of the intervention design)
  • Percent of students and family members who actively engage in the physical activity instruction, goal-setting, and monitoring process offered through the intervention. (Assesses the level of participation and utilization of the supportive components)

Quadrant 3:
Measuring Quantity of Effect (“Is anyone better off?”)

  • Number of schools that adopt policies and practices to institutionalize and sustain the family physical activity intervention components beyond the initial implementation period. (Measures the long-term integration and prioritization of the approach)
  • Number of district-level for community-wide initiatives launched to scale up and spread the school-based family physical activity intervention model. (Measures the dissemination and replication of the successful strategies)
  • Number of schools that report sustained increases in student and family physical activity levels and related health outcomes at 6, 12, and 24 months after the initial intervention. (Measures the long-term maintenance and durability of the intervention effects)
  • Number of community partnerships and coalitions formed to support the ongoing implementation and expansion of the school-based family physical activity intervention. (Assesses the collaborative infrastructure and collective impact approach)

Quadrant 4:
Measuring Quality of Effect (“How are they better off?”)

  • Percent of school-based family physical activity intervention resources and support that are allocated to schools and communities with the highest needs in physical activity access and outcomes. (Measures the distribution and prioritization of the intervention)
  • Percent of family engagement strategies and materials that are co-designed and informed by input from student and family community partners. (Shows the level of community ownership and voice in shaping the intervention)
  • Percent reduction in gaps in physical activity levels, fitness outcomes, and health indicators between student and family subgroups participating in the school-based intervention. (Measures the impact on advancing health outcomes)
  • Percent of participating families from various communities who report increased access to safe, affordable, and relevant physical activity opportunities as a result of the school-based intervention. (Assesses the intervention's effectiveness in addressing challenges to physical activity)

Note. When looking at your ESMs, SPMs, or other strategies:

  1. Move from measuring quantity to quality.
  2. Move from measuring effort to effect.
  3. Quadrant 1 strategies should be used sparingly, when no other data exists.
  4. The most effective measurement combines strategies in all levels, with most in Quadrants 2 and 4.

Learn More. Read how to create stronger ESMs and how to measure ESM impact more meaningfully through Results-Based Accountability.

References

1 Siegrist M, Hanssen H, Lammel C, Haller B, Koch AM, Stemp P, Dandl E, Liestak R, Parhofer KG, Vogeser M, Halle M. Effects of a cluster-randomized school-based prevention program on physical activity and microvascular function (JuvenTUM 3). Atherosclerosis. 2018;278:73-81.

This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number U02MC31613, MCH Advanced Education Policy, $3.5 M. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.