Evaluation of EFNEP Peer Educator Facilitators and Barriers to Teaching Physical Activity to Adult Participants

• Published in: Journal of nutrition education and behavior 2024-08, Vol.56 (8), p.S87-S88
• Main Authors: Santos, Luisa, Harper, Sydney, Puglisi, Michael, Missimer, Amanda, Ziso, Dea, Greaney, Mary, Amin, Sarah
• Format: Article
• Language: English
• ISSN: 1499-4046; 1878-2620
• DOI: 10.1016/j.jneb.2024.05.198

The Expanded Food and Nutrition Education Program (EFNEP) aims to improve the health-related behaviors of limited resource families. Increasing physical activity (PA) is an EFNEP core priority; however, anecdotal evidence suggests that EFNEP peer educators (PE) are challenged to incorporate PA into adult programming. To assess the facilitators and barriers that EFNEP PE face when incorporating PA-related content in adult classes. This preliminary study, conducted in the Northeast region of the US, will inform expansion of this research nationally. This qualitative study consisted of virtual semi-structured interviews with EFNEP PE (n=15) in the Northeastern region of the United States. PEs recruited had ≥ 2 years as a PE, ≥ 1 year delivering adult programming, and ≥ 50% of workload targeting adults. Northeastern EFNEP Coordinators identified eligible PE who completed a screening survey on EFNEP experience, sociodemographics, and personal PA. PE interviews covered implementing PA, participant enjoyment, EFNEP PA environment, facilitators/barriers to delivering PA content, and future programmatic needs. Descriptive statistics were used to analyze survey data. Interview transcripts were coded using Dedoose software. An inductive and deductive thematic analysis was used to identify preliminary themes. Interviewed PEs were primarily Hispanic (60%, n=9) and female (100%, n=15). Preliminary themes were categorized into barriers, facilitators, and programmatic needs. Barriers to PA delivery included: inadequate classroom size space, neighborhood safety concerns, environmental factors, and PE perception of participant barriers to PA. Facilitators included: motivational approaches such as participant encouragement, PA class discussions, PEs leading by example, and including participant PA interests. Programmatic needs included: PA training for PE, affordable recreational PA options, and PA-relevant educational extenders. The results provided insight into potential barriers, facilitators, and programmatic needs for incorporating PA into adult EFNEP lessons. These findings set the groundwork for national research to address EFNEP training and curriculum needs for promoting PA. None