<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sonya Irish Hauser</style></author><author><style face="normal" font="default" size="100%">Jeanne P Goldberg</style></author><author><style face="normal" font="default" size="100%">Parke E Wilde</style></author><author><style face="normal" font="default" size="100%">Marina Bers</style></author><author><style face="normal" font="default" size="100%">Lori Ioannone</style></author><author><style face="normal" font="default" size="100%">Christina D Economos</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Comparison of online and face-to-face dissemination of a theory-based after school nutrition and physical activity training and curriculum</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Health Communication</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Adolescent</style></keyword><keyword><style  face="normal" font="default" size="100%">Adult</style></keyword><keyword><style  face="normal" font="default" size="100%">Aged</style></keyword><keyword><style  face="normal" font="default" size="100%">Child Nutrition Sciences</style></keyword><keyword><style  face="normal" font="default" size="100%">Curriculum</style></keyword><keyword><style  face="normal" font="default" size="100%">Exercise</style></keyword><keyword><style  face="normal" font="default" size="100%">Female</style></keyword><keyword><style  face="normal" font="default" size="100%">Humans</style></keyword><keyword><style  face="normal" font="default" size="100%">Information Dissemination</style></keyword><keyword><style  face="normal" font="default" size="100%">Internet</style></keyword><keyword><style  face="normal" font="default" size="100%">Interprofessional Relations</style></keyword><keyword><style  face="normal" font="default" size="100%">Male</style></keyword><keyword><style  face="normal" font="default" size="100%">Middle Aged</style></keyword><keyword><style  face="normal" font="default" size="100%">School Health Services</style></keyword><keyword><style  face="normal" font="default" size="100%">Teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">Young Adult</style></keyword><keyword><style  face="normal" font="default" size="100%">{Computer-Assisted} Instruction</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://www.ncbi.nlm.nih.gov/pubmed/21170788</style></url></web-urls></urls><number><style face="normal" font="default" size="100%">8</style></number><volume><style face="normal" font="default" size="100%">15</style></volume><pages><style face="normal" font="default" size="100%">859–879</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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.</style></abstract><notes><style face="normal" font="default" size="100%">{PMID:} 21170788</style></notes></record></records></xml>