1. The receptiveness of school environments to a community-based physical activity intervention programme Baseline data from a pilot study with primary schools in Limpopo and Gauteng Presenters: Dr. Cathi Draper & Ms. Anna Grimsrud

2. Research Team University of Cape Town – Exercise Science and Sports Medicine Prof. Vicki Lambert Dr. Cathi Draper Ms. Anna Grimsrud University of the Witwatersrand Prof. Michael Rudolph Dr. Simon Nemutandani Ms. Lauren de Kock

3. Introduction Community Health Intervention Programmes (CHIP’s) Western Cape ‘Discovery Healthy Lifestyles Programmes’ Factors promoting and/or hindering the receptiveness of schools’ physical and social environments

4. Intervention and control sites LimpopoGauteng InterventionControlInterventionControl Xivodze Junior Primary Mafarana Senior Primary Motupa Kgomo Primary MC Weiler Primary Carter Primary Skeen Primary Zenzelani Primary Bovet Primary

5. Schools

6. Methods Situational analysis of the school physical activity environment Questionnaire on Community Environment (IPEN) Focus groups & semi- structured interviews

7. Quantitative findings – Situational Analyses SpaceEquipmentTimeNutrition Limpopo UndevelopedMinimalConstrained Feeding scheme Not ideal Gauteng Some developed Safety issues Generally abundant Constrained Feeding scheme Not ideal

8. Qualitative findings – IPEN Community differences –Existing links with community projects Living conditions – rural vs peri-urban Access to basic amenities, e.g. electricity, running water & sanitation Availability of resources, e.g. equipment

9. Community differences

10. Qualitative findings – IPEN Community differences –Existing links with community projects Living conditions – rural vs peri-urban Access to basic amenities, e.g. electricity, running water & sanitation Availability of resources, e.g. equipment

11. Rural

12. Peri-Urban

13. Qualitative findings – IPEN Community differences –Existing links with community projects Living conditions – rural vs peri-urban Access to basic amenities, e.g. electricity, running water & sanitation Availability of resources, e.g. equipment

14. Basic amenities

15. Space: developed vs undeveloped

16. Qualitative findings – Focus Groups & interviews Importance of ongoing & sustainable training and management Transfer and internalisation of knowledge Impact of knowledge on attitudes, beliefs & behaviour Increased self-efficacy of leaders Leaders as role models for members Role of training staff

17. Factors promoting and hindering receptiveness Common to other SA school environments Unique to DHLP’s

18. Unique factors Intersectoral collaboration –Surveillance & evaluation Community participation Quality of teacher training Buy-in of teachers Support for teachers as leaders Not a high demand for equipment, but space is required

19. Collaborators

20. Fieldworkers Educators

21. Leaders Clinics

22. Unique factors Intersectoral collaboration –Surveillance & evaluation Community participation Quality of teacher training Buy-in of teachers Support for teachers as leaders Not a high demand for equipment, but space is required

23. Sustainability Development & enhancement of skills Maximises existing community strengths and resources Programme ownership by school and community

24. Nutrition Secondary focus of CHIPS intervention Feeding schemes: policy vs. practice Importance and feasibility

25. Future research avenues Baseline assessment - quantitative & qualitative Comparison to national physiological data Changes attributed to intervention Other areas for intervention (e.g. nutrition) Provide evidence to support expansion Factors responsible for intervention fidelity/success

26. Thank you