Comparison of online and face-to-face dissemination of a theory-based after school nutrition and physical activity training and curriculum

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.