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Back posture education in elementary schoolchildren: a 2-year follow-up study

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Abstract

Within the scope of primary prevention regarding back functioning in children, research on the stability of intervention effects is indispensable. Along this line, the transition from childhood to adolescence is an important phase to evaluate the potential stability of intervention effects because of the typically mechanical and psychological demands related to adolescence. The main aim of the current study was to investigate the effects of a back education program at 2-year follow-up, in youngsters aged 13–14 years, on back posture knowledge, fear-avoidance beliefs and self-reported pain. An additional purpose was to evaluate which aspects of postural behavior were integrated in youngsters’ lifestyles. At 2-year follow-up, the study sample included 94 secondary schoolchildren in the intervention group (mean age 13.3 ± 0.8 years) and 101 controls (mean age 13.2 ± 0.7 years). The back posture program that had been implemented for two school years consisted of back education and the stimulation of postural dynamism in the class through support and environmental changes. A questionnaire was completed comparable to the pretest, posttest and follow-up evaluations. The current study demonstrated at 2-year follow-up stability of the improved general (F = 1.590, ns) and specific (F = 0.049, ns) back posture knowledge in children who had received early back posture education. Back posture education did not result in increased fear-avoidance beliefs (F = 1.163, ns) or mounting back and/or neck pain reports (F = 0.001, ns). Based on self-reports for postural behavior, youngsters who had received the back posture program in the elementary school curriculum integrated crucial sitting and lifting principles conform to biomechanical favorable postural behavior. The steady intervention effects 2-year post-intervention demonstrated that intensive back posture education through the elementary school curriculum is effective till adolescence. Future research on the impact of early school-based back posture promotion in relation to the integration of back posture principles according to a biomechanical favorable lifestyle and back pain prevalence later in life is essential.

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Acknowledgments

This study is part of a research project entitled: Sport, Physical Activity and Health (Sport, Beweging en Gezondheid), carried out by the Policy Research Centre, a consortium of researchers from the University of Louvain, Ghent University, and the Free University of Brussels, funded by the Flemish Government. The authors are grateful to the teachers and the youngsters for their cooperation in this study.

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Authors and Affiliations

  1. Department of Movement and Sports Sciences, Ghent University, Watersportlaan 2, 9000, Ghent, Belgium

    Elisabeth Geldhof, Greet Cardon, Ilse De Bourdeaudhuij & Dirk De Clercq

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  1. Elisabeth Geldhof
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  2. Greet Cardon
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  3. Ilse De Bourdeaudhuij
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  4. Dirk De Clercq
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Correspondence to Greet Cardon.

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Geldhof, E., Cardon, G., De Bourdeaudhuij, I. et al. Back posture education in elementary schoolchildren: a 2-year follow-up study. Eur Spine J 16, 841–850 (2007). https://doi.org/10.1007/s00586-006-0227-4

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  • DOI: https://doi.org/10.1007/s00586-006-0227-4

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