Accessing Minnesota School District Administrators' Knowledge and Perceptions Related to Sharing School Play Spaces After the Passage of Minnesota Shared Use Legislation.

Lower levels of physical activity among children in the United States can be attributed in part to the lack of access to safe, low-cost recreational facilities. Shared use, or a partnership allowing the community to use school recreational facilities outside of normal hours, has received increased attention. The objective of this study was to determine the extent of knowledge among school district decision makers about a law passed clarifying liability for school shared use in Minnesota and to understand perceptions held by school decision makers regarding shared use of recreational facilities. A survey of Minnesota school superintendents and other decision makers (N = 182) was conducted to understand the issues relevant to sharing school recreational facilities with the public. The majority (90%) of respondents indicated concern about liability for injury on school property outside of normal hours, and that insurance and contracts provided the most protection from liability. Most respondents indicated they were not familiar with the Minnesota shared use legislation and its provisions (61.4%, n = 108). Findings suggest the importance of education and training to further school superintendents' knowledge of Minnesota shared use legislation, legal and policy issues relevant to shared use, and issues related to the implementation of shared use within their districts.

Shared-Use Decisions Among Administrators of Physical Activity Facilities in Pasadena, TX.

Background and Purpose. The American Heart Association recommends community-based research on shared use of physical activity (PA) spaces. Pasadena, a community in southeast Houston, Texas with lower socioeconomic status and racial/ethnic diversity, was the setting for our study. Efforts to increase access to PA in Pasadena include building the evidence on PA resources. The purpose of this research was to utilize survey data in a community setting to inform and target efforts around sharing PA spaces. Method. An online survey was administered to K-12 school (n = 25) and park (n = 30) administrators, church leaders (n = 10), community organizations (n = 2), a health care center, and a local business. Results. Park facilities in Pasadena shared by agreement with two high schools and three baseball/softball leagues were ballfields, tennis courts, and jogging paths. No park facilities were shared with faith-based organizations. Four parks communicated daily, and five schools communicated with parks quarterly about providing opportunities for PA. Key facilitators to sharing facilities were building relationships and collaboration, service to the community, and improving health. Key barriers were cost, maintenance, staffing, and prioritizing use with limited time, facilities, and resources. Conclusions. This study is the first of its kind to address shared use at the community level and suggests opportunities to improve communication and partnerships between parks, schools, and churches. This research will inform ongoing efforts to promote access by identifying barriers and motivators among stakeholder groups to help facilitate shared use agreements.

Using community-based methods to create a geospatial asset map of physical activity spaces in Pasadena, TX.

Sharing of physical activity spaces is supported by the American Heart Association and other leading public health authorities as one strategy to increase access to physical activity. The purpose of this study was to identify facilities within Pasadena, TX, that currently provide opportunities for active recreation, sport, and other forms of physical activity and analyze community access to these spaces from a geospatial perspective. Geospatial analysis was used to identify physical activity spaces and issues relevant to access. Using a community-based approach, the research team worked with partners to create a list of individuals responsible for each of the physical activity spaces. These "facility administrators" were contacted by email and then phone for a total of four attempts. Respondents were asked to complete an online shared use survey. An asset map was created from both local geospatial data (Pasadena, TX) and data from a facility access and shared use survey. Of the 39 facility administrators, 23 responded to the survey and consisted of the park director, school principals, lead pastors and clergy, and business owners. A total of 53 facilities were identified within the priority zip codes, including 30 parks, 25 schools, 9 faith-based organizations, and 4 others (a business, a nonprofit health care center, and two community-based organizations). Overall, there were 131 total amenities, and playgrounds, outdoor basketball courts, and ball fields were the most common types. Some facilities had multiple amenities at their location, including many of the parks and schools. Additionally, respondents noted other types of amenities where activity took place such as parking lots, grassy areas, classrooms, and other indoor areas. Many of the amenities, 102, were open to the general public and 28 were found to be in good condition. Findings suggest that there is inadequate access to physical activity spaces in this underserved community. There is a need for additional play spaces in Northern Pasadena and for future research bridging community health and geospatial mapping.

Implementation of Lifestyle Modification Program Focusing on Physical Activity and Dietary Habits in a Large Group, Community-Based Setting.

BACKGROUND: Lifestyle modification programs improve several health-related behaviors, including physical activity (PA) and nutrition. However, few of these programs have been expanded to impact a large number of individuals in one setting at one time. Therefore, the purpose of this study was to determine whether a PA- and nutrition-based lifestyle modification program could be effectively conducted using a large group format in a community-based setting. METHOD: One hundred twenty-one participants enrolled in a 16-week, community-based lifestyle modification program and separated in small teams of 13 to 17 individuals. Height, weight, fruit and vegetable (FAV) consumption, physical fitness, and several psychosocial measures were assessed before and after the program. RESULTS: Significant improvements in 6-minute walk distance (+68.3 m; p < .001), chair stands (+6.7 repetitions; p < .001), FAV servings (+1.8 servings/day; p < .001), body weight (-3.2 lbs; p < .001), as well as PA social support and eating habits self-efficacy were observed. Our lifestyle modification program was also successful in shifting participants to higher levels of stages of change for nutrition and PA, increasing overall levels of self-efficacy for healthy eating, and improving levels of social support for becoming more active. CONCLUSIONS: A lifestyle modification program can be successfully implemented in a community setting using a large group format to improve PA and FAV attitudes and behaviors.

Physical activity training in US medical schools: Preparing future physicians to engage in primary prevention.

BACKGROUND: Medical professionals serve as influential sources of information and guidance for their patients. Medical school may be an opportune time to provide future physicians with training in physical activity (PA) so that it can be more effectively addressed in clinical practice. METHODS: To assess the inclusion and amount of PA training in US medical school curricula, we attempted to conduct structured interviews with the program directors of the 171 accredited US medical education programs in the spring of 2013. RESULTS: Seventy-four schools (allopathic, n = 64; osteopathic, n = 10) completed the structured interviews. Fifty-eight programs (78.4%) reported having PA training included as a part of their curriculum. Thirty-five (61.4%) and 25 (43.9%) programs included instruction on national aerobic and strength training guidelines, respectively. Thirty-one programs (56.4%) felt that they offered a sufficient level of PA-related training for their students to successfully counsel their patients in the future. Over the 4 years of medical school, an average of 8.1 (± 9.8) h of mandatory PA training was offered. CONCLUSION: Though many medical schools report providing some level of PA content, the time dedicated for this training is still low in comparison to other topics, such as nutrition education, which are featured more prominently. New and innovative ideas are needed for the integration of more, higher quality PA training for our next generation of medical practitioners.