Faculty Member: 
TitleComparison of online and face-to-face dissemination of a theory-based after school nutrition and physical activity training and curriculum
Publication TypeJournal Article
Year of Publication2010
AuthorsHauser SI, Goldberg JP, Wilde PE, Bers M, Ioannone L, Economos CD
JournalJournal of Health Communication
KeywordsAdolescent, Adult, Aged, Child Nutrition Sciences, Curriculum, Exercise, Female, Humans, Information Dissemination, Internet, Interprofessional Relations, Male, Middle Aged, School Health Services, Teaching, Young Adult, {Computer-Assisted} Instruction

This study was conducted to compare two different online delivery methods to train after school program leaders {(ASPLs)} to implement a nutrition and physical activity curriculum for children to each other and to a face-to-face {(FTF)} training model. A three-group design was used in which {ASPLs} from 12 states were randomized to either standard (n = 34) or an enhanced interaction (n = 31) online training, while a {FTF} group (n = 24) served as comparison. All {ASPLs} completed training and implemented curriculum lessons over 16 weeks from March to June 2007. Weekly evaluations and pre and post-intervention questionnaires compared number of lessons implemented, subjective ratings of lesson success, and pre and post leader nutrition and physical activity knowledge. Multivariate linear regression analyses were used for among-group comparisons, paired Ttests for within-group knowledge change. Knowledge scores increased significantly (p {\textless} .001) within each group. All {ASPLs} fulfilled the goal of conducting at least 9 lessons, and they rated 64% of lessons successful. After adjustment, knowledge change and success scores did not differ among groups. Implementation was significantly higher for {FTF} (+2.23 lessons, p = .013) than for enhanced interaction, but not for standard. Online training for {ASPLs,} such as the standard condition, are viable means of nutrition and physical activity education and program dissemination.