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Walking Challenges: A Collaborative Effort Between the Saanich Peninsula Diabetes Prevention Project & Saanich Adult

Walking Challenges: A Collaborative Effort Between the Saanich Peninsula Diabetes Prevention Project & Saanich Adult Education Centre. Joan Wharf Higgins, Trina Rickert School of Physical Education, UVIC jwharfhi@uvic.ca Kaleb Child & Tye Swallow Saanich Adult Education Centre

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Walking Challenges: A Collaborative Effort Between the Saanich Peninsula Diabetes Prevention Project & Saanich Adult

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  1. Walking Challenges: A Collaborative Effort Between the Saanich Peninsula Diabetes Prevention Project & Saanich Adult Education Centre Joan Wharf Higgins, Trina Rickert School of Physical Education, UVIC jwharfhi@uvic.ca Kaleb Child & Tye Swallow Saanich Adult Education Centre mrchild2000@yahoo.com; tyes15@hotmail.com

  2. The Saanich Peninsula Diabetes Prevention Project (SPDPP)- www.healthypeninsula.ca • Funded through Health Canada’s “Diabetes Strategy – Prevention & Promotion” 2001-2005 • Saanich Peninsula is located on South Vancouver Island (near the ferries/airport) • Diabetes epidemic • ~1.7 million Canadians have diabetes • 3 – 5 times higher in First Nations than general population in Canada • Physical inactivity • ~ 55% of Canadians are physically inactive • Lifestyle interventions & prevention - significant reduction in incidence of T2D

  3. The SPDPP Is a hybrid partnership of 8 community-based partners whose goal is to create supportive environments & culturally relevant programs in which healthy behaviours (physical activity, healthy eating, achieving/maintaining a healthy body weight) are easily accomplished

  4. Saanich Adult Education Centre (SAEC) • Vancouver Island Race (VIR), April - May, 2003

  5. ‘Steps Acros2 Canada’ Sept. 2003-March 2004Wharf Higgins, Rickert & Rutherford. (2004). CAHPERD Journal, 70(2), 23-26. CAPHERD Journal, 70(2), 23-26

  6. Process • SPDPP facilitated planning meetings, partnerships, special events; evaluated programs; provided resources • SAEC promoted, implemented & monitored program; provided programming & meeting space • Timeline: VIR meetings: Mar-June (1 mtg./mo); Steps meetings: Nov, Dec, informal Jan, Feb. • Community partner: health department’s Aboriginal Health Team (planning, resources, education, prizes) • Programs evaluated via: Logbooks, interviews, focus groups, photovoice methodology, questionnaires

  7. Evaluation Data – Participants Satisfied & Knowledgeable • 260 staff & students participated; 146 completed evaluation • 79% indicated VIR/SAC somewhat or strongly met their goals • 83% reported that they somewhat or strongly agreed that the program was worth their time & effort • 78% somewhat or strongly agreed with the statement “a person can get type 2 diabetes from not exercising or being physically active on a regular basis”; • 81% somewhat or strongly agreed with the statement “a person can get type 2 diabetes from not having a healthy body weight” • 95% somewhat or strongly agreed with the statement “a person can reduce their risk of getting type 2 diabetes”

  8. The Power of the Pedometer (etc.) • Pedometers & maps motivated & reinforced physical activity: “I can’t believe a little thing like a pedometer can make someone walk a lot more than before. It works though. We should definitely do this again.” [student] “The fact that participants could see their steps was motivating and it was reinforcing to see the numbers [of steps] go up. The walking program wouldn’t have worked without the pedometers. “ [teacher] “[What was motivating was] the visual depiction of the island and of Canada and to see how far we had gone.” [student]

  9. Healthier “Me” The majority of participants reported feeling better about themselves & knowledgeable about how to make simple, yet important changes to their lifestyle: One Vancouver Island Race participant noted that the walking had “slowed down my smoking tremendously.” Teachers at the Tribal School reflected that, through their walking program, students “expended excess energy and were calmer during the lunch period and in the afternoon.” For the teachers, walking with students “cleared our heads for a peaceful afternoon.”

  10. Support Group Process • Team format was a motivating factor for individuals & nurtured connections: “The social aspect was very positive, as was the opportunity to get out and do something together.” • Broke down barriers between teachers & students & strengthened relationships. • Subtle competition between teams created shared goal & mutual sense of accomplishment : “The team approach …where others were working just as hard towards mutual goals…it was just the great feeling of doing things with others” reinforced students’ and teachers’ efforts.

  11. Program Learning Outcomes • negative feedback: walking “race” format did little or nothing to encourage more physical activity for some • use of logbooks & cameras as data collection tools did not work well with this population; writing in the logbooks “felt like homework.” • successes: race participants walked the length of Vancouver Island 2.5 times; evolved into Steps Acros2 Canada • walking initiative integrated into physical education/nutrition curriculum

  12. Implications • tailor programs, services & policy to meet First Nations’ needs • more response to healthy eating/active living message than diabetes prevention • maintaining a community development orientation to planning & resisting the urge to plan programs for the community • maintaining a population health perspective to the prevention of type 2 diabetes & avoid being seduced by the traditional “lifestyle” intervention to changing individual behaviour

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