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Long-term effectiveness of a back education programme in elementary schoolchildren : an 8-year follow-up study

Mieke Dolphens (UGent) , Barbara Cagnie (UGent) , Lieven Danneels (UGent) , Dirk De Clercq (UGent) , Ilse De Bourdeaudhuij (UGent) and Greet Cardon (UGent)
(2011) EUROPEAN SPINE JOURNAL. 20(12). p.2134-2142
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Abstract
The purpose of this study was to investigate the long-term effectiveness of a spine care education programme conducted in 9- to 11-year-old schoolchildren. The study sample included 96 intervention subjects and 98 controls (9- to 11-year-olds at baseline). Intervention consisted of a 6-week school-based back education programme (predominantly biomechanically oriented) and was implemented by a physical therapist. Self-reported outcomes on back care knowledge, spinal care behaviour, self-efficacy towards favourable back care behaviour, prevalence of back and neck pain during the week and fear-avoidance beliefs were evaluated by the use of questionnaires. Post-tests were performed within 1 week after programme completion, after 1 year and after 8 years. Whereas the educational back care programme resulted in increased back care knowledge up to adulthood (P < 0.001), intervention did not change spinal care behaviour or self-efficacy. Pain prevalence figures increased less in the experimental group compared to the controls over the 8-year time span, yet statistical significance was not reached. Dropout analysis revealed spinal pain prevalence rates to be different in both groups throughout the study, including at baseline. Back education at young age did not reinforce fear-avoidance beliefs up to adulthood. Predominantly biomechanical oriented back education in elementary schoolchildren is effective in improving the cognitive aspect of back care up to adulthood, yet not in changing actual behaviour or self-efficacy. The current study does not provide evidence that educational back care programmes have any impact on spinal pain in adulthood. The true long-term impact of school-based spinal health interventions on clinically relevant outcome measures merits further attention.
Keywords
Education, Prevention and control, Back pain, Child, SCHOOL STUDENTS, SPINAL PAIN, CHILDREN, CARE, INTERVENTIONS, DEGENERATION, INSTRUCTION, YOUNG, BODY

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Chicago
Dolphens, Mieke, Barbara Cagnie, Lieven Danneels, Dirk De Clercq, Ilse De Bourdeaudhuij, and Greet Cardon. 2011. “Long-term Effectiveness of a Back Education Programme in Elementary Schoolchildren : an 8-year Follow-up Study.” European Spine Journal 20 (12): 2134–2142.
APA
Dolphens, M., Cagnie, B., Danneels, L., De Clercq, D., De Bourdeaudhuij, I., & Cardon, G. (2011). Long-term effectiveness of a back education programme in elementary schoolchildren : an 8-year follow-up study. EUROPEAN SPINE JOURNAL, 20(12), 2134–2142.
Vancouver
1.
Dolphens M, Cagnie B, Danneels L, De Clercq D, De Bourdeaudhuij I, Cardon G. Long-term effectiveness of a back education programme in elementary schoolchildren : an 8-year follow-up study. EUROPEAN SPINE JOURNAL. 2011;20(12):2134–42.
MLA
Dolphens, Mieke, Barbara Cagnie, Lieven Danneels, et al. “Long-term Effectiveness of a Back Education Programme in Elementary Schoolchildren : an 8-year Follow-up Study.” EUROPEAN SPINE JOURNAL 20.12 (2011): 2134–2142. Print.
@article{1265696,
  abstract     = {The purpose of this study was to investigate the long-term effectiveness of a spine care education programme conducted in 9- to 11-year-old schoolchildren. The study sample included 96 intervention subjects and 98 controls (9- to 11-year-olds at baseline). Intervention consisted of a 6-week school-based back education programme (predominantly biomechanically oriented) and was implemented by a physical therapist. Self-reported outcomes on back care knowledge, spinal care behaviour, self-efficacy towards favourable back care behaviour, prevalence of back and neck pain during the week and fear-avoidance beliefs were evaluated by the use of questionnaires. Post-tests were performed within 1 week after programme completion, after 1 year and after 8 years. Whereas the educational back care programme resulted in increased back care knowledge up to adulthood (P {\textlangle} 0.001), intervention did not change spinal care behaviour or self-efficacy. Pain prevalence figures increased less in the experimental group compared to the controls over the 8-year time span, yet statistical significance was not reached. Dropout analysis revealed spinal pain prevalence rates to be different in both groups throughout the study, including at baseline. Back education at young age did not reinforce fear-avoidance beliefs up to adulthood. Predominantly biomechanical oriented back education in elementary schoolchildren is effective in improving the cognitive aspect of back care up to adulthood, yet not in changing actual behaviour or self-efficacy. The current study does not provide evidence that educational back care programmes have any impact on spinal pain in adulthood. The true long-term impact of school-based spinal health interventions on clinically relevant outcome measures merits further attention.},
  author       = {Dolphens, Mieke and Cagnie, Barbara and Danneels, Lieven and De Clercq, Dirk and De Bourdeaudhuij, Ilse and Cardon, Greet},
  issn         = {0940-6719},
  journal      = {EUROPEAN SPINE JOURNAL},
  keyword      = {Education,Prevention and control,Back pain,Child,SCHOOL STUDENTS,SPINAL PAIN,CHILDREN,CARE,INTERVENTIONS,DEGENERATION,INSTRUCTION,YOUNG,BODY},
  language     = {eng},
  number       = {12},
  pages        = {2134--2142},
  title        = {Long-term effectiveness of a back education programme in elementary schoolchildren : an 8-year follow-up study},
  url          = {http://dx.doi.org/10.1007/s00586-011-1856-9},
  volume       = {20},
  year         = {2011},
}

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