16-week healthy lifestyle program to improve health literacy and physical fitness of elementary school students: a quasi-experimental approach
DOI:
https://doi.org/10.47197/retos.v74.117243Keywords:
elementary school students, health literacy, healthy lifestyle, physical fitnessAbstract
Objective. This study aimed to examine the effect of a 16-week healthy lifestyle program on improving health literacy and physical fitness among elementary school students.
Methodology. A quasi-experimental design involved 50 students divided into two groups: (1) the healthy lifestyle habituation program (EXP; n = 25) and (2) a control group without the program (CON; n = 25). Instruments used were a health literacy test and a physical fitness test (TKPN), administered at the pretest, post-test, and follow-up. Data were analyzed using MANOVA with normality (Shapiro-Wilk), and homogeneity (Levene’s Test).
Results. The data were normally distributed and met the assumption of homogeneity of variance (Sig. > 0.05) across health literacy and physical fitness variables at all measurement stages. MANOVA results showed significant differences between the EXP and CON groups (Pillai’s Trace = 0.945; p < 0.001), over time (Pillai's Trace = 1.387; p < 0.001), and for group × time interactions (Pillai's Trace = 1.348; p < 0.001), indicating that the program intervention had a significant and consistent effect on the EXP compared to the CON group. The effect sizes (η² = 0.65–0.72) were large, confirming that the intervention had a strong and meaningful impact on students’ health literacy and physical fitness.
Discussion. The habituation program significantly enhanced students’ health literacy and physical fitness, with sustained improvements observed over time.
Conclusions. This program effectively enhances health literacy and physical fitness and can be implemented in schools with the support of teachers, parents, and the broader community.
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