OBJECTIVE: To evaluate the effects of a Postural Education Program (PEP) for children and adolescents eight months after its completion. METHODS: 34 subjects were assigned to a Control Group (CG) or to an Experimental Group (EG). Only the EG participated in the PEP, but all the subjects were evaluated before, during and eight months after finishing the PEP. The assessment used three procedures: (1) static posture by photography; (2) dynamic posture by recording the execution of everyday activities (EAs); and (3) answering a questionnaire designed to evaluate the theoretical knowledge about the spine. In order to verify the differences between CG and EG and between the three studied periods the following tests were used: Mann-Whitney and Wilcoxon for comparing the scores of EAs and questionnaire, and chi-square to analyze the frequency of postural changes in CG and EG. RESULTS: When evaluated immediately after its completion, the PEP had a positive effect on the posture of EAs and on the knowledge about the spine. The positive effect of the PEP was reduced eight months after its completion. CONCLUSIONS: It can be speculated that the awareness of the importance of good posture during EAs was not effectively incorporated into the habits of the studied group.
posture; students; health education
