217915 University-community partnership efforts to sustain a community-based physical activity program for 3rd-5th grade youth

Tuesday, November 9, 2010 : 11:00 AM - 11:15 AM

Alyssa Mayer, BA , University of South Florida College of Public Health, Florida Prevention Research Center, Tampa, FL
John Trainor, MS , Florida Prevention Research Center, University of South Florida, Tampa, FL
Emily Koby Novicki, BA , Florida Prevention Research Center, University of South Florida, Tampa, FL
Sue Carrigan, BA , University of South Florida College of Public Health, Florida Prevention Research Center, Tampa, FL
Bonnie Salazar, PhD , University of South Florida College of Public Health, Florida Prevention Research Center, Tampa, FL
Tonya Thomas , University of South Florida College of Public Health, Florida Prevention Research Center, Tampa, FL
Carol A. Bryant, PhD , Florida Prevention Research Center, University of South Florida, Tampa, FL
Robert J. McDermott, PhD , Florida Prevention Research Center, University of South Florida, Tampa, FL
Background: Sustainability of community-based health interventions born of university-community partnerships is a pertinent issue when community partners assume full program control. Purpose: Using one-time fiscal year funding, university researchers and their community partners implemented the evidence-based physical activity (PA) program “Scorecard” for 3rd-5th graders in a low-income, predominantly African American urban neighborhood for the purpose of monitoring program performance, as well as identifying elements that would foster community control after one year. Significance: Programs failing to identify sustaining elements have limited lifespan and diminish the perceived value of university-community engagement. Methods: Ongoing dialogue, planned drawback in university resources, identification of key persons and assets indigenous to the community, and careful monitoring of intervention performance were key sustainability activities. Results: Scorecard garnered support and attention from several local authorities and demonstrated promise in promoting youth PA. Scorecard became streamlined by targeting a centrally located elementary school as a program organizational base. Community partners generated a list of human and financial resources to assist short-term maintenance. Multiple area-specific and skill-specific program champions were identified. Conclusions: Modifications to Scorecard reduced operational costs and produced a logistically less demanding manageable intervention. Community change requires multiple people to champion it, expertise in program planning and development, nurturance of community networks, area-specific leadership skills, and time. Although up to five years may be required to institutionalize community-based programs, this process must be more efficient when one-time funding is available. Impassioned efforts notwithstanding, it may be unrealistic to assume that community partners want to sustain interventions indefinitely.

Learning Areas:
Administration, management, leadership
Advocacy for health and health education
Implementation of health education strategies, interventions and programs
Program planning

Learning Objectives:
1) Evaluate the success of the Scorecard program in its efforts to become sustainable. 2) Consider elements required to make a community-based intervention sustainable. 3) Describe the necessary modifications to minimize the financial and logistical burden of the Scorecard program and assure its continued use in the community.

Keywords: Community Research, Sustainability

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I assisted in identifying sustaining elements in the community under study.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.