Preventing Childhood Obesity - Evidence Policy and Practice.pdf

Obesity prevention in primary school settings: evidence from intervention studies
Primary school:
• Curriculum
• Facilities and environment
• Policy
• Teachers
• Classmates
Family:
• Family structure
• SES
• Parents’ health
knowledge and
behaviors
Individual
behaviors
Neighbourhood:
• Sports facilities
• Access to fast foods
• Social networks
• Safety
• Deprivation
Region and nation:
• Income level • Health policy
• Food policy • Culture
Globe:
• Development
• Urbanization
• Modernization
• Globalization
Figure 10.2 A macro model of childhood obesity determinants.
meals à la carte, which generally comply with nutritional
standards. In addition, food items can be sold
in vending machines and/or tuck shops and, in
general, are not regulated. In some cases, unhealthy
foods cannot be sold during meal periods in the food
service areas; nevertheless, they can be sold anywhere
else in the school. The kinds of foods sold in school
vending machines are mostly high - fat and high - sugar
nutrient poor foods and beverages that promote
weight gain. Because the sale of these foods can generate
revenue to the school to support different types of
activities, regulating the sale of these items can be
quite difficult. Furthermore, offering this type of
foods for sale inside the school contradicts the health
messages that children receive in the classroom or in
health promotion efforts. 4
Schools also influence children ’ s level of physical
activity. School - based physical activity or physical
education programs help primary school children to
remain active. Schools should have good quality physical
education classes ( PE ) (a minimum of three times
a week to total 135 minutes), health education, sufficient
recess time and an intramural sports program. 9
Unfortunately, PE classes are often undervalued
despite their importance in achieving fitness, skills
and health. Because playtime is a necessary activity for
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