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St Pierre C, Sokalsky A, Sacheck JM. Participant Perspectives on the Impact of a School-Based, Experiential Food Education Program Across Childhood, Adolescence, and Young Adulthood. JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2024; 56:4-15. [PMID: 38185490 DOI: 10.1016/j.jneb.2023.10.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/22/2023] [Revised: 10/25/2023] [Accepted: 10/26/2023] [Indexed: 01/09/2024]
Abstract
OBJECTIVE Explore participant perceptions of involvement in an experiential food education program during elementary school and the scope and extent of program influence on food decisions. DESIGN Focus groups with current participants and program alumni. SETTING Washington, DC. PARTICIPANTS Thirty-nine elementary school students and 39 program alumni ranging from middle school through university students. PHENOMENON OF INTEREST Participant perceptions of program impact from childhood into adolescence and young adulthood. ANALYSIS Inductive thematic analysis. RESULTS Nine emergent themes were identified, spread over 3 categories of program impact: immediate, beyond the classroom, and sustained. Immediate program impact themes came from all participants and included enjoyment, hands-on learning, and fostering connection. Beyond the classroom, older elementary students and alumni expressed perceived shifts in individual and family food intake, involvement in household food practices, and desire for fresh food options at school. Themes of sustained program impact among alumni participants were an appreciation for fresh food, openness to trying new foods, and confidence to make informed food decisions. CONCLUSIONS AND IMPLICATIONS Findings provide a deeper understanding of participant perspectives on the impact of participation in a school-based experiential food education program and a basis for further research on the role of early exposure to food education in influencing food decisions as children grow older.
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Affiliation(s)
- Christine St Pierre
- Department of Exercise and Nutrition Sciences, Milken Institute School of Public Health, The George Washington University, Washington DC.
| | - April Sokalsky
- Department of Exercise and Nutrition Sciences, Milken Institute School of Public Health, The George Washington University, Washington DC
| | - Jennifer M Sacheck
- Department of Exercise and Nutrition Sciences, Milken Institute School of Public Health, The George Washington University, Washington DC
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Holloway TP, Jayasinghe S, Dalton L, Kilpatrick ML, Hughes R, Patterson KAE, Soward R, Burgess K, Byrne NM, Hills AP, Ahuja KDK. Enhancing Food Literacy and Food Security through School Gardening in Rural and Regional Communities. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6794. [PMID: 37754653 PMCID: PMC10530311 DOI: 10.3390/ijerph20186794] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/25/2023] [Revised: 08/24/2023] [Accepted: 09/19/2023] [Indexed: 09/28/2023]
Abstract
A qualitative case study approach with in-depth, semi-structured interviews of key school staff, and student feedback was used to assess a school kitchen and garden program in the regional area of North-West Tasmania, Australia. A detailed program description was produced to conduct a realist evaluation with a Context-Mechanism-Outcome configuration, followed by a program theory evaluation through the construction of a retrospective program logic model. Dedicated kitchen and garden spaces, knowledgeable teachers committed to the program, provision of sufficient materials and consumables, and support from the school and community were found to be the basic requirements to establish a program. Additionally, it is essential to integrate both the kitchen and garden teaching components into the school curriculum. The positive outcomes (e.g., engagement, participation, knowledge, skills, behavioral change) of the program were dependent on the underlying factors, including dedicated support of school leadership, teaching staff, and the parent body for effective student engagement in the teaching spaces and for wider engagement from families and the community. The students' feedback provided supporting evidence of increased food literacy with improvements in their understanding, abilities, and attitudes towards gardening, producing healthy food, and preparing food. This may further lead to enhanced food security for students' families and the broader community.
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Affiliation(s)
- Timothy P. Holloway
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7248, Australia; (T.P.H.); (S.J.); (L.D.); (R.S.); (N.M.B.); (A.P.H.)
| | - Sisitha Jayasinghe
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7248, Australia; (T.P.H.); (S.J.); (L.D.); (R.S.); (N.M.B.); (A.P.H.)
| | - Lisa Dalton
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7248, Australia; (T.P.H.); (S.J.); (L.D.); (R.S.); (N.M.B.); (A.P.H.)
| | - Michelle L. Kilpatrick
- Menzies Institute for Medical Research, University of Tasmania, Hobart, TAS 7000, Australia;
| | - Roger Hughes
- School of Heath Sciences, Swinburne University of Technology, Melbourne, VIC 3122, Australia;
| | - Kira A. E. Patterson
- School of Education, College of Arts, Law and Education, University of Tasmania, Launceston, TAS 7248, Australia;
| | - Robert Soward
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7248, Australia; (T.P.H.); (S.J.); (L.D.); (R.S.); (N.M.B.); (A.P.H.)
| | | | - Nuala M. Byrne
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7248, Australia; (T.P.H.); (S.J.); (L.D.); (R.S.); (N.M.B.); (A.P.H.)
| | - Andrew P. Hills
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7248, Australia; (T.P.H.); (S.J.); (L.D.); (R.S.); (N.M.B.); (A.P.H.)
| | - Kiran D. K. Ahuja
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7248, Australia; (T.P.H.); (S.J.); (L.D.); (R.S.); (N.M.B.); (A.P.H.)
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Zurc J, Laaksonen C. Effectiveness of Health Promotion Interventions in Primary Schools-A Mixed Methods Literature Review. Healthcare (Basel) 2023; 11:1817. [PMID: 37444651 DOI: 10.3390/healthcare11131817] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2023] [Revised: 06/13/2023] [Accepted: 06/19/2023] [Indexed: 07/15/2023] Open
Abstract
School-based health promotion interventions (HPIs) are commonly used in schools, but scientific evidence about the structures of effective interventions is lacking. Therefore, we conducted a mixed methods systematic literature review to recognize the HPI structures related to their effectiveness. Based on the inclusion criteria, 49 articles were selected for the literature review. The articles, published in 2011-2022, described 46 different school-based interventions conducted in 20 different countries. The average duration of the interventions was 12 months, and they were implemented mostly with an RCT study design (61.2%) and by targeting children (69.4%). Three main groups of interventions were identified and explained: (1) extensive and long-term interventions; (2) school policy-changing interventions; and (3) highly effective interventions. Effective school-based HPIs included multiple target groups, multiple providers with external experts, and an efficient duration and timing of follow-ups. The implications for educational research and school practice are presented. Evidence on the effectiveness of health-related interventions is still lacking and needs to be addressed in further studies.
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Affiliation(s)
- Joca Zurc
- Department of Pedagogy, Faculty of Arts, University of Maribor, 2000 Maribor, Slovenia
| | - Camilla Laaksonen
- Faculty of Health and Well-Being, Turku University of Applied Sciences, 20520 Turku, Finland
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Mok KT, Tung SEH, Kaur S, Chin YS, Martini MY, Ulaganathan V. A home gardening intervention to improve vegetable consumption among urban poor children: A study protocol for randomised controlled trial. Nutr Health 2023; 29:9-20. [PMID: 36330727 DOI: 10.1177/02601060221134997] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Background: One of the key importance of vegetable consumption is to obtain sufficient micronutrients, dietary fibre, and for the prevention of childhood obesity. Most Malaysian children did not meet the recommended intake of vegetable consumption, and this is especially vulnerable among the urban poor population due to food insecurity. Efforts are needed to promote vegetable consumption that fall short of the recommended intake level. Aim: This trial aims to examine the effectiveness of the "GrowEat" project, as a nutrition intervention programme integrated with home gardening activities to improve vegetable consumption among urban poor children in Kuala Lumpur, Malaysia. Methods: This is a single-blinded parallel two-arm cluster randomised controlled trial (RCT) that include 134 children. Two zones in Kuala Lumpur will be randomly selected, and three low-cost housing flats from each zone will be selected as the intervention and control groups respectively. The trial is designed based on the social cognitive theory (SCT). Children from the intervention group (n = 67) will attend a 12-week programme, which consists of home garden-based activities, gardening and nutrition education session. Assessment will be conducted for both groups at three time points: baseline, post-intervention and follow-up phase at 3 months after the intervention. Conclusion: We anticipate positive changes in vegetable consumption and its related factors after the implementation of the "GrowEat" project. The current intervention may also serve as a model and can be extended to other urban poor population for similar interventions in the future to improve vegetable consumption, agriculture and nutrition awareness.
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Affiliation(s)
- Kai Ting Mok
- Department of Food Science and Nutrition, Faculty of Applied Sciences, 125743UCSI University, Kuala Lumpur, Malaysia
| | - Serene En Hui Tung
- Division of Nutrition and Dietetics, School of Health Sciences, 50103International Medical University, Kuala Lumpur, Malaysia
| | - Satvinder Kaur
- Department of Food Science and Nutrition, Faculty of Applied Sciences, 125743UCSI University, Kuala Lumpur, Malaysia
| | - Yit Siew Chin
- Department of Nutrition, Faculty of Medicine and Health Sciences, 37449Universiti Putra Malaysia, Selangor, Malaysia.,Research Centre of Excellence, Nutrition and Non-Communicable Diseases, Faculty of Medicine and Health Sciences, 37449Universiti Putra Malaysia, Selangor, Malaysia
| | - Mohammad Yusoff Martini
- Department of Crop Science, Faculty of Agriculture, 37449Universiti Putra Malaysia, Selangor, Malaysia
| | - Vaidehi Ulaganathan
- Department of Food Science and Nutrition, Faculty of Applied Sciences, 125743UCSI University, Kuala Lumpur, Malaysia
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Perceived challenges and strategies to achieve Canada's Food Guide recommendation to "Cook more often": Findings from parents of young children. Appetite 2023; 182:106413. [PMID: 36529319 DOI: 10.1016/j.appet.2022.106413] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2022] [Revised: 10/18/2022] [Accepted: 12/07/2022] [Indexed: 12/23/2022]
Abstract
Unhealthy diets are detrimental to health, but home meal preparation is associated with better diet quality. Among a sample of parents of children aged 2-12, this study aimed to 1) explore perceived challenges and strategies to meeting the 2019 Canada's Food Guide recommendation of "Cook more often". From October 2019 to January 2020, 8 focus groups were conducted with 40 parents (73% mothers; 78% white) from Southwestern Ontario, Canada. Sessions were audio-recorded and transcribed verbatim. A hybrid thematic approach with inductive and deductive data analysis was used. Reported challenges included time constraints, picky eating, lacking cooking skills, high price of some fresh ingredients, school restrictions on meals at school, and the influence of children's peers on food choices, mainly unhealthy snacks. Reported strategies to mitigate some challenges included planning and preparing meals ahead of time, using technology or services to make meal planning and grocery shopping more convenient, using devices and kitchen instruments, such as Crockpot®, to make cooking faster, receiving help from spouse or child(ren), and acknowledging that foods perceived as less healthful in moderation can be included in meal preparation. These findings can help inform interventions and educational campaigns to support cooking among families with young children.
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Holloway TP, Dalton L, Hughes R, Jayasinghe S, Patterson KAE, Murray S, Soward R, Byrne NM, Hills AP, Ahuja KDK. School Gardening and Health and Well-Being of School-Aged Children: A Realist Synthesis. Nutrients 2023; 15:nu15051190. [PMID: 36904189 PMCID: PMC10005652 DOI: 10.3390/nu15051190] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2023] [Revised: 02/20/2023] [Accepted: 02/23/2023] [Indexed: 03/02/2023] Open
Abstract
School environments can create healthy settings to foster children's health and well-being. School gardening is gaining popularity as an intervention for healthier eating and increased physical activity. We used a systematic realist approach to investigate how school gardens improve health and well-being outcomes for school-aged children, why, and in what circumstances. The context and mechanisms of the specific school gardening interventions (n = 24) leading to positive health and well-being outcomes for school-aged children were assessed. The impetus of many interventions was to increase fruit and vegetable intake and address the prevention of childhood obesity. Most interventions were conducted at primary schools with participating children in Grades 2 through 6. Types of positive outcomes included increased fruit and vegetable consumption, dietary fiber and vitamins A and C, improved body mass index, and improved well-being of children. Key mechanisms included embedding nutrition-based and garden-based education in the curriculum; experiential learning opportunities; family engagement and participation; authority figure engagement; cultural context; use of multi-prong approaches; and reinforcement of activities during implementation. This review shows that a combination of mechanisms works mutually through school gardening programs leading to improved health and well-being outcomes for school-aged children.
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Affiliation(s)
- Timothy P. Holloway
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7250, Australia
| | - Lisa Dalton
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7250, Australia
| | - Roger Hughes
- School of Health Sciences, Swinburne University of Technology, Melbourne, VIC 3122, Australia
| | - Sisitha Jayasinghe
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7250, Australia
| | - Kira A. E. Patterson
- School of Education, College of Arts, Law and Education, University of Tasmania, Launceston, TAS 7250, Australia
| | - Sandra Murray
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7250, Australia
| | - Robert Soward
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7250, Australia
| | - Nuala M. Byrne
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7250, Australia
| | - Andrew P. Hills
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7250, Australia
| | - Kiran D. K. Ahuja
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7250, Australia
- Nutrition Society of Australia, Crows Nest, NSW 1585, Australia
- Correspondence:
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Hahnraths MTH, Jansen JPM, Winkens B, van Schayck OCP. The Effects of a Multi-Component School-Based Nutrition Education Intervention on Children's Determinants of Fruit and Vegetable Intake. Nutrients 2022; 14:4259. [PMID: 36296942 PMCID: PMC9607228 DOI: 10.3390/nu14204259] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2022] [Revised: 10/06/2022] [Accepted: 10/10/2022] [Indexed: 11/30/2022] Open
Abstract
Evidence suggests that multi-component school-based health-promoting interventions have great potential to improve children's fruit and vegetable intake. However, interventions that combine classroom-based curricula with experiential learning strategies (e.g., cooking) are relatively seldom described. This study investigates the short-term and longer-term effects of a multi-component school-based nutrition education intervention combining classroom-based and experiential learning strategies on children's determinants of their fruit and vegetable intake (knowledge, taste preferences, attitudes, and intention). Using a comparative quasi-experimental study design, data were collected, via child-reported questionnaires, at the baseline, directly after the intervention, and three months after the intervention from 4 control and 15 intervention classes from Dutch primary schools. A total of 192 children in grades three and four (aged 8-10 years) constituted the participants. After correction for the baseline, sex, age, and the fruit or vegetable product assessed in the questionnaire; the intervention group showed a significant increase in knowledge (p = 0.001; standardized effect size (ES = 0.60), taste preference (p = 0.002; ES = 0.52), attitude towards the assessed fruit or vegetable product (p = 0.004; ES = 0.48), and general attitude towards healthy products (p = 0.01; ES = 0.39) over the short term, when compared to the control group. The effects of the intervention did not continue to be significant over the longer term. The findings implicate short-term intervention success, although more research and intervention adaptations are recommended to increase the impact of such programs, especially over the long term.
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Affiliation(s)
- Marla T. H. Hahnraths
- Department of Family Medicine, Care and Public Health Research Institute (CAPHRI), Maastricht University, P.O. Box 616, 6200 MD Maastricht, The Netherlands
| | - Jorieke P. M. Jansen
- Department of Family Medicine, Care and Public Health Research Institute (CAPHRI), Maastricht University, P.O. Box 616, 6200 MD Maastricht, The Netherlands
| | - Bjorn Winkens
- Department of Methodology and Statistics, Care and Public Health Research Institute (CAPHRI), Maastricht University, P.O. Box 616, 6200 MD Maastricht, The Netherlands
| | - Onno C. P. van Schayck
- Department of Family Medicine, Care and Public Health Research Institute (CAPHRI), Maastricht University, P.O. Box 616, 6200 MD Maastricht, The Netherlands
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LeBlanc J, Ward S, LeBlanc CP. An elective high school cooking course improves students' cooking and food skills: a quasi-experimental study. CANADIAN JOURNAL OF PUBLIC HEALTH = REVUE CANADIENNE DE SANTE PUBLIQUE 2022; 113:764-775. [PMID: 35799096 PMCID: PMC9481793 DOI: 10.17269/s41997-022-00660-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/22/2021] [Accepted: 06/08/2022] [Indexed: 06/15/2023]
Abstract
INTERVENTION The Professional Cooking (PC) course is an optional 18-week experiential learning course offered in francophone high schools in New Brunswick, Canada. Students are taught how to measure ingredients, read and follow recipes, prepare and cook various foods using different culinary techniques, and apply food safety practices. RESEARCH QUESTION What is the effectiveness of the PC course on high school girls' and boys' cooking and food skills, vegetable and fruit consumption, and other eating behaviours? METHODS Students enrolled in the PC course (n = 124) or a mandatory Personal and Social Development (PSD) course (n = 202) in five high schools were recruited. Students' food and cooking skills, vegetable and fruit consumption, and other eating behaviours were collected through a self-administered, pre-post questionnaire. Group differences were assessed with mixed-effect regression models, and separate gender analyses were conducted. RESULTS Students in the PC course reported greater increases in food (β=5.74, 95% CI 1.65, 9.83) and cooking skills (β=10.33, 95% CI 5.59, 15.06) than students in the PSD course. Girls and boys in the PC course reported greater improvements in cooking skills (β=8.68, 95% CI 2.57, 14.80; β=11.97, 95% CI 4.39, 19.57, respectively) than those in the PSD course. No effect was found for vegetable and fruit consumption or other eating behaviours (all p values > 0.05). CONCLUSION The PC course effectively improved students' cooking skills. Curriculum-integrated high school cooking courses provide a foundation for healthier eating by helping students develop food literacy skills and should be mandatory in schools.
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Affiliation(s)
- Jasmine LeBlanc
- École des sciences des aliments, de nutrition et d'études familiales, Université de Moncton, 18 Antonine-Maillet Ave., Moncton, New Brunswick, E1A 3E9, Canada
| | - Stephanie Ward
- École des sciences des aliments, de nutrition et d'études familiales, Université de Moncton, 18 Antonine-Maillet Ave., Moncton, New Brunswick, E1A 3E9, Canada.
| | - Caroline P LeBlanc
- École des sciences des aliments, de nutrition et d'études familiales, Université de Moncton, 18 Antonine-Maillet Ave., Moncton, New Brunswick, E1A 3E9, Canada
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Chan CL, Tan PY, Gong YY. Evaluating the impacts of school garden-based programmes on diet and nutrition-related knowledge, attitudes and practices among the school children: a systematic review. BMC Public Health 2022; 22:1251. [PMID: 35751069 PMCID: PMC9233338 DOI: 10.1186/s12889-022-13587-x] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2022] [Accepted: 05/19/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Previous evidence suggests that school garden-based programmes (SGBP) may be a promising yet cost-effective intervention to improve children's knowledge, attitudes and practices (KAP) on healthy eating. This review aimed to summarise and evaluate the evidence available on the impacts of SGBP in addressing diet and nutrition-related KAP among school-aged children. METHODS Five databases including PubMed, Embase, Cochrane, Web of Science and Scopus were searched until February 2021. Randomised, non-randomised controlled and pre-post intervention studies investigating the impacts of SGBP on at least one of the outcomes of interest including diet and nutrition-related knowledge, attitudes towards fruits and vegetables (F&V), food diversity and dietary practice among school-aged children were included. Study selection and data extraction were performed by one reviewer and checked for accuracy by the other two reviewers in accordance with PRISMA guideline. Quality appraisal for studies included was assessed using American Dietetic Association Quality Criteria Checklist. RESULTS A total of 10,836 records were identified, and 35 studies that met the inclusion and exclusion criteria were included. This includes 25,726 students from 341 schools and 8 nurseries from 12 countries. Intervention duration ranged from 6 weeks to 4 years with 18 studies involving a varied degree of parental participation. SGBP, which majorly includes school gardening activities, cooking lessons and nutrition education, demonstrated beneficial effects on children's nutritional knowledge, their attitudes and acceptability towards fruits and vegetables and children's dietary practices including the actual F&V consumption and dietary diversity. However, the impacts of SGBP on such outcomes were highly influenced by various social and environmental factors including the activities/components and duration of the intervention, parental involvement, sample size, and the age of children when interventions were first introduced. CONCLUSION These findings suggest that SGBP may be effective in promoting children's nutritional knowledge, attitudes and acceptability towards vegetables, however, the impacts may vary by the type, the extent, and the length of the programmes, and other factors such as parent involvement. Future SGBP is suggested to implement using a combined multidisciplinary approach targeting the children, parents, and community to effectively promote healthy eating among the children and prevent childhood obesity.
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Affiliation(s)
- Chong Ling Chan
- School of Food Science and Nutrition, Faculty of Environment, University of Leeds, Leeds, LS2 9JT, UK
| | - Pui Yee Tan
- School of Food Science and Nutrition, Faculty of Environment, University of Leeds, Leeds, LS2 9JT, UK
| | - Yun Yun Gong
- School of Food Science and Nutrition, Faculty of Environment, University of Leeds, Leeds, LS2 9JT, UK.
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LeBlanc J, Ward S, LeBlanc CP. The Association Between Adolescents' Food Literacy, Vegetable and Fruit Consumption, and Other Eating Behaviors. HEALTH EDUCATION & BEHAVIOR 2022; 49:603-612. [PMID: 35373626 PMCID: PMC9350450 DOI: 10.1177/10901981221086943] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Adolescents’ intake of vegetables and fruits is generally low, and many
demonstrate unhealthy eating behaviors. Food literacy may be key to improving
adolescents’ nutrition. However, the relationship between food literacy, fruit
and vegetable intake, and other healthy eating behaviors remains unclear, as
well as how these relationships may differ among boys and girls. This study
assessed the relationship between food literacy (including food skills and
cooking skills), vegetable and fruit consumption, and other eating behaviors of
adolescents. This cross-sectional study included 1,054 students, including 467
boys and 570 girls from five francophone high schools in New Brunswick, Canada.
Quantitative data on students’ food and cooking skills, vegetable and fruit
consumption, and other eating behaviors were collected with a self-reported
questionnaire. Multilevel regressions were used to assess the relationship
between food literacy, students’ consumption of vegetables and fruits, and other
eating behaviors. Better cooking skills were associated with healthier eating
behaviors and greater vegetable and fruit consumption for boys and girls. Better
food skills were also associated with healthier eating behaviors and greater
vegetable and fruit consumption among both genders. These findings highlight the
importance of improving food literacy among adolescents. Public health
interventions should focus on increasing cooking and food skills to improve
adolescents’ nutrition.
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McKay FH, Godrich SL. Interventions to address food insecurity among Aboriginal and Torres Strait Islander people: a rapid review. Appl Physiol Nutr Metab 2021; 46:1448-1458. [PMID: 34637657 DOI: 10.1139/apnm-2020-1075] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
Food insecurity disproportionately impacts Aboriginal and Torres Strait Islander Australians. This review sought to investigate research and evaluations of programs and interventions implemented to address food insecurity among Aboriginal and Torres Strait Islander communities. A rapid review was conducted to collate the available research from 6 databases. The search was conducted in May 2020. Search constructs related to food insecurity, Aboriginal and Torres Strait Islander people, and Australia. Twenty-five publications were included in this review, 24 reported on an intervention, while 9 were evaluations of an intervention. Interventions included behaviour change projects, including projects that sought to change purchasing and cooking behaviours, school-based education programs, and gardening programs. In general, the studies included in this sample were small and lacked a systematic consideration of the factors that shape the experience of food insecurity among Aboriginal and Torres Strait Islander people specifically. Based on the findings of this review, authors suggest greater consideration to the systematic determinants of food insecurity among Aboriginal and Torres Strait Islander communities to have lasting and sustainable impact on food insecurity. This review has been registered with the international prospective register of systematic reviews (PROSPERO: CRD42020183709). Novelty: Food insecurity among Aboriginal and Torres Strait Islander people poses significant risk to health and wellbeing. Small-scale food security interventions may not provide ongoing and sustained impact. Any intervention to promote food security will need to involve Aboriginal and Torres Strait Islander people and be sustained once external parties have left.
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Affiliation(s)
- Fiona H McKay
- School of Health and Social Development, Faculty of Health, Deakin University, Melbourne Burwood Campus, Burwood, VIC 3125, Australia
| | - Stephanie L Godrich
- School of Medical and Health Sciences, Edith Cowan University, South West Campus, Bunbury, WA 6230, Australia
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Aydin G, Margerison C, Worsley A, Booth A. Parents' and teachers' views of the promotion of healthy eating in Australian primary schools. BMC Public Health 2021; 21:1788. [PMID: 34610819 PMCID: PMC8491384 DOI: 10.1186/s12889-021-11813-6] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2021] [Accepted: 09/08/2021] [Indexed: 11/23/2022] Open
Abstract
BACKGROUND Primary schools have long been identified as appropriate settings for improving the healthy eating behaviours of children and helping them develop food skills. This qualitative study explored the views of Australian primary school parents and teachers about schools' strengths and weaknesses in promoting healthy eating and equipping children with food skills. METHODS Nineteen parents and 17 teachers from Victoria participated in semi-structured interviews. Audio recordings were transcribed and underwent thematic analysis using Nvivo. RESULTS This study demonstrated that parents and teachers believed that several facilitators helped promote children's healthy eating. These included food and nutrition education (FNE) programs, the community-based nature of schools, and teacher role modelling and the authority schools possess over children. Time scarcity, lack of teacher expertise, lack of leadership and funding were reported as barriers. School food environments such as canteens, lunch orders, fundraising events and school fairs were identified as both weaknesses and strengths by parents and teachers, which indicated inconsistent implementation of school nutrition policies across schools. CONCLUSIONS Australian primary schools demonstrate some useful efforts to promote healthy eating among children. However, there are numerous facilitators and barriers which impact on the promotion of healthy eating. These factors need to be addressed in order to develop healthy eating habits further among elementary students. These results provide directions for policymakers and school managers, as they point to the areas that need to be improved to assist the design of schools that better promote healthy eating among children.
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Affiliation(s)
- Gozde Aydin
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Geelong, Australia.
| | - Claire Margerison
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Geelong, Australia
| | - Anthony Worsley
- School of Exercise and Nutrition Sciences, Deakin University, Melbourne, Australia
| | - Alison Booth
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Geelong, Australia
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Kelly RK, Nash R. Food Literacy Interventions in Elementary Schools: A Systematic Scoping Review. THE JOURNAL OF SCHOOL HEALTH 2021; 91:660-669. [PMID: 34137459 DOI: 10.1111/josh.13053] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/13/2020] [Revised: 01/25/2021] [Accepted: 01/27/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Childhood is a critical period for developing food-related skills and knowledge, known as food literacy (FL). Schools may be an important setting for interventions aiming to improve FL in children. This systematic scoping review aimed to characterize food literacy interventions in elementary schools. METHODS Databases (PubMed, Web of Science, and EBSCO) were searched for FL interventions in elementary schools (students aged 4-12 years). Studies were assessed according to design, duration, theoretical underpinning, and ascertainment of FL outcome(s). Interventions were assessed according to FL competencies (functional, interactive, and critical). RESULTS After exclusions, 116 studies were eligible for review, including 105 original interventions. Interventions ranged from 45 minutes to 4 years. Social cognitive theory was the most referenced theory and common interventions included; classroom lessons, games, school gardens, food preparation, and cooking classes. Most studies measured FL outcomes quantitatively (96%, N = 111). All studies addressed functional FL (N = 116), while 77% (N = 89) addressed interactive FL and 28% (N = 32) addressed critical FL. CONCLUSIONS This first international review of FL programs in elementary schools found great heterogeneity in school-based FL intervention design and measurement of FL. Few interventions addressed critical FL, which should be a focus for future interventions.
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Affiliation(s)
- Rebecca K Kelly
- Academic associate, Medical officer, DPhil candidate, , Menzies Institute for Medical Research, University of Tasmania, Hobart, Tasmania, Australia
| | - Rosie Nash
- Lecturer in Public Health, Pharmacist, , Menzies Institute for Medical Research, University of Tasmania, Hobart, Tasmania, Australia
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The Effects of Horticultural Activity Program on Vegetable Preference of Elementary School Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18158100. [PMID: 34360393 PMCID: PMC8345950 DOI: 10.3390/ijerph18158100] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/15/2021] [Revised: 07/27/2021] [Accepted: 07/28/2021] [Indexed: 11/24/2022]
Abstract
This study was conducted to investigate effects of a horticultural activity program based on a mediating variable model for improving vegetable preference among elementary students. A quasi-experimental design was employed with 136 students and 136 primary carers in Seoul, South Korea. Based on the mediation model for improving children’s vegetable preference, 12 sessions were conducted, including gardening, nutrition education, and cooking activities using harvests. The program was conducted weekly for 12 weeks from March to July 2019. To investigate the effect of this program, mediating factors of the children were evaluated before and after the program. Pearson correlation analysis was used to identify the mediating factors. The nutrition index, attitude, knowledge, and eating habits of the primary carers were evaluated. Results showed children’s nutrition and gardening knowledge, dietary self-efficacy, outcome expectancies, and vegetable preference were significantly improved (p < 0.001). Primary carers showed significant improvement in the nutrition index, knowledge, and attitude (p < 0.05). The correlation analysis confirmed that most of the mediating factors had significant correlations (p < 0.05). Therefore, administering a structured program involving horticultural activities and nutrition education as mediating factors for 12 sessions was effective in improving eating behavior for vegetables elementary school students and primary carers.
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Ng CM, Kaur S, Koo HC, Mukhtar F. Involvement of children in hands-on meal preparation and the associated nutrition outcomes: A scoping review. J Hum Nutr Diet 2021; 35:350-362. [PMID: 33938062 DOI: 10.1111/jhn.12911] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2021] [Revised: 04/22/2021] [Accepted: 04/26/2021] [Indexed: 02/06/2023]
Abstract
BACKGROUND Emerging research has explored hands-on meal preparation as a strategy to improve children's nutrition-related outcomes. This scoping review was conducted to describe the extent of studies on children's involvement in hands-on meal preparation and the related psychosocial outcomes, actual nutrition behaviour/food consumption and weight status. METHODS Scoping review methodology was used to select relevant studies, as well as extract and collate the data. Four databases (PubMed, Google Scholar, Science Direct and Cochrane Database of Systematic Reviews) were searched from the earliest available time up to December 2020. Observational studies, experimental studies and reviews that were conducted among children aged 5-12 years old and published from 2010 to 2020 were retrieved. Studies extracted involved children in hands-on healthy meal preparation activities and explored the associated nutrition outcomes. RESULTS In total, 28 studies (5 observational studies, 21 experimental studies, 2 reviews) were included in the final review. Studies conducted demonstrated improvement in children's psychosocial outcomes and actual nutrition behaviour/food consumption after participating in hands-on meal preparation activities, despite differences in methodology, programme content and settings (countries/cultural origins). Limited studies assessed children's nutrients intake and weight status. CONCLUSIONS The current review suggests that hands-on meal preparation comprises approach for instilling positive perceptions towards nutrition/healthy foods, potentially improving children's diet. Future studies should include the assessment of nutrient intake and weight status. The long-term sustainability of these nutrition outcomes should be explored.
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Affiliation(s)
- Choon Ming Ng
- Faculty of Applied Sciences, UCSI University, Kuala Lumpur, Malaysia
| | - Satvinder Kaur
- Faculty of Applied Sciences, UCSI University, Kuala Lumpur, Malaysia
| | - Hui Chin Koo
- Faculty of Applied Sciences, Tunku Abdul Rahman University College, Kuala Lumpur, Malaysia
| | - Firdaus Mukhtar
- Department of Psychiatry, Faculty of Medicine and Health Sciences, Universiti Putra Malaysia (UPM), Serdang, Malaysia
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Development and Pilot Testing of a Food Literacy Curriculum for High School-Aged Adolescents. Nutrients 2021; 13:nu13051532. [PMID: 34062865 PMCID: PMC8147294 DOI: 10.3390/nu13051532] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2021] [Revised: 04/26/2021] [Accepted: 04/28/2021] [Indexed: 01/16/2023] Open
Abstract
Adolescent obesity and poor diet quality are increasingly prevalent and could be mitigated with attainment of food literacy. However, as these programs for adolescents are lacking, the purpose of this project was to develop a food literacy curriculum for high school-aged adolescents. The curriculum was designed in accordance with food literacy attributes and components utilizing Backward Design, Social Cognitive Theory, and Constructivism. After expert committee review, pilot testing was completed in two low-income communities by a trained facilitator and observer. Detailed observations were collected during pilot testing to assess achievement of learning objectives. Modifications were made to lesson procedures as required. The resulting curriculum, Teens CAN: Comprehensive Food Literacy in Cooking, Agriculture, and Nutrition, contains 12 modules of experiential lessons and application activities within three topics. Agriculture lessons concentrate on the food supply chain and food environments; nutrition lessons include food groups while focusing on nutrients of concern for underconsumption; and cooking lessons include food safety, budgeting, and preparation. Teens CAN provides a comprehensive and necessary approach to advancing food literacy in adolescents. Future directions include assessing dietary implications after participating in Teens CAN lessons and employment of an innovative two-tiered cross-age teaching model.
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Maiz E, Urkia-Susin I, Urdaneta E, Allirot X. Child Involvement in Choosing a Recipe, Purchasing Ingredients, and Cooking at School Increases Willingness to Try New Foods and Reduces Food Neophobia. JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2021; 53:279-289. [PMID: 33573994 DOI: 10.1016/j.jneb.2020.12.015] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/29/2020] [Revised: 12/23/2020] [Accepted: 12/30/2020] [Indexed: 06/12/2023]
Abstract
OBJECTIVE To investigate the effect of involving children in their feeding process (choosing a recipe, purchasing the ingredients, and cooking) on their lunch food choice in a school environment. DESIGN Quasi-experimental. SETTING Two schools in Bilbao, Spain. PARTICIPANTS A total of 202 children (aged 8-9 years) participated in the study (43% girls), with 99 in the nutrition education (NE) group and 103 in the hands-on (HO) group. INTERVENTION Three 1-hour workshops (1 workshop/wk), different for each group: HO, cooking-related activities, and NE, healthy habits promotion through nutrition education activities. MAIN OUTCOME MEASURES Food neophobia, diet quality, cooking self-efficacy and attitudes toward cooking, and food intake and selection of the experimental lunches. ANALYSIS Chi-square test of independence, ANCOVA, and t tests were performed. RESULTS Students from the HO group selected and ate more spinach/broccoli (P < 0.001 and P = 0.02, respectively) for the first lunch; and selected more spinach/broccoli (P = 0.04) for the second lunch. After the intervention, improvements were observed for spinach liking and neophobia for the HO group and cooking self-efficacy and KidMed score for both groups. CONCLUSIONS AND IMPLICATIONS Both interventions succeeded in improving children's diet quality, but only the HO group reduced food neophobia levels. Therefore, involving children in choosing a recipe, purchasing ingredients, and cooking may promote changing eating behaviors toward healthy habits such as increasing vegetable consumption.
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Affiliation(s)
- Edurne Maiz
- Department of Clinical and Health Psychology and Research Methodology, Faculty of Psychology, University of the Basque Country (UPV/EHU), Donostia-San Sebastián, Guipúzcoa, Spain; BCCInnovation, Technological Center of Gastronomy, Paseo Juan Avelino Barriola, Donostia-San Sebastián, Guipúzcoa, Spain.
| | - Iratxe Urkia-Susin
- BCCInnovation, Technological Center of Gastronomy, Paseo Juan Avelino Barriola, Donostia-San Sebastián, Guipúzcoa, Spain; Pharmacy and Food Sciences, Faculty of Pharmacy, University of the Basque Country (UPV/EHU), Vitoria-Gasteiz, Álava, Spain
| | - Elena Urdaneta
- BCCInnovation, Technological Center of Gastronomy, Paseo Juan Avelino Barriola, Donostia-San Sebastián, Guipúzcoa, Spain; Euskampus, Cooperative Innovation, Leioa, Vizcaya, Spain
| | - Xavier Allirot
- BCCInnovation, Technological Center of Gastronomy, Paseo Juan Avelino Barriola, Donostia-San Sebastián, Guipúzcoa, Spain
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Figueroa-Piña DG, Chávez-Servín JL, de la Torre-Carbot K, del Carmen Caamaño-Pérez M, Lucas-Deecke G, Roitman-Genoud P, Ojeda-Navarro LR. Evaluation of the effect of a school garden as an educational didactic tool in vegetable and fruit consumption in teenagers. Nutr Res Pract 2021; 15:235-247. [PMID: 33841727 PMCID: PMC8007406 DOI: 10.4162/nrp.2021.15.2.235] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2019] [Revised: 02/17/2020] [Accepted: 06/19/2020] [Indexed: 11/23/2022] Open
Abstract
BACKGROUND/OBJECTIVES Increasing the consumption of vegetables and fruits in Mexico remains a challenge. Promoting sustainable food production systems through schools may be an effective way to educate young people about food and nutrition issues. A study of nutritional education in adolescents, based on the school garden, is necessary in order to evaluate its effects on the consumption of fruits and vegetables among middle- and upper-income segments of the population. The objective of this study was to evaluate the effect of an educational intervention, accompanied by a school garden as an educational teaching tool, to improve vegetable and fruit consumption by Mexican teenagers attending a private middle/high school. SUBJECTS/METHODS Teenagers between 12 and 18 years of age (n = 126) attending a private middle/high school in Queretaro, Mexico participated in a 3-arm, controlled, comparative impact study using a vegetable and fruit consumption frequency questionnaire, food consumption diaries, a psychosocial factor assessment questionnaire of vegetable and fruit consumption, and structured interviews. The participants were randomized into 3 experimental groups: 1) food education + school garden (FE + SG), 2) FE only, and 3) control group (CG). RESULTS The FE + SG and FE groups significantly increased the frequency and daily intake of vegetables and fruits compared to the CG. The FE + SG group showed greater understanding of, reflection upon, and analysis of the information they received about vegetable and fruit consumption, as well as a greater willingness to include these in their daily diet. CONCLUSIONS FE accompanied by a SG as a teaching tool is more effective at promoting vegetable and fruit consumption than either education alone or control in teenagers in middle-upper income segments of the population.
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Affiliation(s)
- Diana Gabriela Figueroa-Piña
- Facultad de Ciencias Naturales, Campus Juriquilla, Universidad Autónoma de Querétaro, Querétaro, Qro. CP 76230, México
| | - Jorge Luis Chávez-Servín
- Facultad de Ciencias Naturales, Campus Juriquilla, Universidad Autónoma de Querétaro, Querétaro, Qro. CP 76230, México
| | - Karina de la Torre-Carbot
- Facultad de Ciencias Naturales, Campus Juriquilla, Universidad Autónoma de Querétaro, Querétaro, Qro. CP 76230, México
| | | | - Gabriela Lucas-Deecke
- Centro de Innovación de Agricultura Sostenible en Pequeña Escala, A.C. CIASPE, Querétaro, Qro. CP 76246, México
| | - Patricia Roitman-Genoud
- Facultad de Ciencias Naturales, Campus Juriquilla, Universidad Autónoma de Querétaro, Querétaro, Qro. CP 76230, México
| | - Laura Regina Ojeda-Navarro
- Facultad de Ciencias Naturales, Campus Juriquilla, Universidad Autónoma de Querétaro, Querétaro, Qro. CP 76230, México
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“I prepared my own carrots”. The effect of participation in an out-of-home cooking session on Dutch 4–6-year-old children’s vegetable consumption. Food Qual Prefer 2020. [DOI: 10.1016/j.foodqual.2020.104022] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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20
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Play with Your Food and Cook It! Tactile Play with Fish as a Way of Promoting Acceptance of Fish in 11- to 13-Year-Old Children in a School Setting-A Qualitative Study. Nutrients 2020; 12:nu12103180. [PMID: 33080898 PMCID: PMC7603178 DOI: 10.3390/nu12103180] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2020] [Revised: 10/12/2020] [Accepted: 10/15/2020] [Indexed: 12/17/2022] Open
Abstract
Despite a tradition of consuming fish in Denmark and despite the health benefits of eating fish, Danish children consume only one-third of the officially recommended amount of fish. The objective of this study was to explore an experiential and sensory-based exercise in a school setting with focus on tactile play and cooking as a way of promoting 11- to 13-year-old children’s acceptance of fish. The design was a qualitative exploratory multiple-case design using participant observation in a school setting. Six classes were recruited from the Eastern part of Denmark (n = 132). Based on an exercise with cooking fish and gyotaku (fish print), four meta-themes were identified by applying applied thematic analysis: rejection, acceptance, craftsmanship, and interaction. Rejection and acceptance appeared along a rejection–acceptance continuum related to how the fish was categorised (animal, non-animal, food) in different phases of the experiment. Rejection was promoted by mucus, smell, animalness, and texture, whereas helping each other, tactile play, and craftsmanship promoted acceptance. In conclusion, this study found that tactile play combined with cooking could be a way of promoting acceptance of fish. The findings also support a school setting as a potential gateway in promoting healthy food behaviour.
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Cotton W, Dudley D, Peralta L, Werkhoven T. The effect of teacher-delivered nutrition education programs on elementary-aged students: An updated systematic review and meta-analysis. Prev Med Rep 2020; 20:101178. [PMID: 32944494 PMCID: PMC7481566 DOI: 10.1016/j.pmedr.2020.101178] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2020] [Revised: 08/04/2020] [Accepted: 08/08/2020] [Indexed: 11/29/2022] Open
Abstract
Research shows that schools can make a positive impact on children’s nutritional outcomes. However, it is also reported that schools and teaching staff note many barriers, which may restrict nutritional education programming and delivery. This is concerning, considering the view that teachers are the key agents for promoting health and nutrition within schools. The purpose of the updated systematic review and meta-analysis was to ascertain the impact that nutrition education programs have on elementary-aged students’ energy intake, fruit, vegetable, sugar consumption and nutritional knowledge. A systematic literature search was conducted using electronic databases (The Cochrane Central Register of Controlled Trials (CENTRAL); A + Education; ERIC; PsycINFO; MEDLINE; ProQuest Central, Journals@Ovid and SAGE Health Sciences Full-Text Collection) from 1990 to 31st October 2018. This process yielded 34 studies for inclusion in this systematic review and meta-analysis. Of these studies, seven studies had a focus on energy intake, five had a focus on sugar consumption, 21 of the studies looked at fruit and vegetable consumption and 13 studies focused on nutritional knowledge. The results suggest that the teaching of nutrition education in elementary schools by qualified teachers can make an important contribution to the knowledge and dietary habits of children. The small and medium effect sizes indicate that prudent, evidence-based decisions need to be made by policy makers and pedagogues as to the teaching strategies employed when delivering nutrition education programs to elementary-aged students. The review is reported in accordance to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines (van Sluijs et al., 2007).
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Affiliation(s)
- Wayne Cotton
- The University of Sydney, NSW 2006, Australia
- Corresponding author at: The University of Sydney, Room 337, Building A35, NSW 2006, Australia.
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Rochira A, Tedesco D, Ubiali A, Fantini MP, Gori D. School Gardening Activities Aimed at Obesity Prevention Improve Body Mass Index and Waist Circumference Parameters in School-Aged Children: A Systematic Review and Meta-Analysis. Child Obes 2020; 16:154-173. [PMID: 32091934 DOI: 10.1089/chi.2019.0253] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
Background: Childhood obesity, due to its increasing prevalence, is one of the most challenging problems in public health and prevention. Recent strategies have been implemented to tackle this trend, including school gardening projects. This systematic review analyzes the main elements of school gardening with a specific meta-analysis about its impact on anthropometric parameters. Materials and Methods: We searched studies in PubMed, EMBASE, and Cochrane Library on school gardening projects carried out until February 2019 and addressed to children aged 6 to 13 years. Results: Thirty-three studies passed the screening selection. Outcomes analyzed were fruits and vegetables consumption/knowledge, nutritional attitudes and behavior, anthropometric outcomes (i.e., BMI, waist circumference-WC) and other outcomes (i.e., blood pressure, science achievement, and physical activity). We performed descriptive analyses of these outcomes and found a general benefit from school gardening projects. We subsequently performed a meta-analysis on anthropometric outcomes, highlighting a significant reduction of both BMI percentile (%) (-1.37%) and WC (-1.30 cm). Conclusions: Although more high-quality studies are needed on this topic, along with a greater homogeneity of anthropometric measurements, the results of our article show a modest but positive impact of school gardening projects on anthropometric measures and more generally on children's health.
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Affiliation(s)
- Andrea Rochira
- School of Hygiene and Preventive Medicine, University of Bologna, Bologna, Italy
| | - Dario Tedesco
- IRCCS Rizzoli Orthopedic Institute Hospital Health Direction, Bologna, Italy.,Department of Biomedical and Neuromotor Sciences (DIBINEM), University of Bologna, Bologna, Italy
| | - Andrea Ubiali
- School of Hygiene and Preventive Medicine, University of Bologna, Bologna, Italy
| | - Maria Pia Fantini
- School of Hygiene and Preventive Medicine, University of Bologna, Bologna, Italy.,Department of Biomedical and Neuromotor Sciences (DIBINEM), University of Bologna, Bologna, Italy
| | - Davide Gori
- Department of Biomedical and Neuromotor Sciences (DIBINEM), University of Bologna, Bologna, Italy
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Poulos NS, Golaszewski NM, Laska MN, Pasch KE. Best Practices Among Food-Based Community Organizations: A Qualitative Analysis. Ecol Food Nutr 2020; 59:104-116. [PMID: 31549860 PMCID: PMC10627424 DOI: 10.1080/03670244.2019.1671836] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Food-based community organizations (FBCO) have positive impacts on community health, yet little is known about best practices that facilitate organization sustainability. To identify strategies among FBCOs used to facilitate member engagement/retention, reach future members/participants, and support organizational growth, key informants from four FBCOs in Texas participated in in-depth interviews. Semi-structured interviews were informed by grounded theory, voice recorded, and transcribed. Results from eight interviews, representing four organizations, indicated five themes for organization sustainability: commitment to a mission, supportive leadership, physical meeting space, clear communication, and community partnerships. Implementation of these strategies may benefit other FBCOs by helping them create sustainable organizations.
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Affiliation(s)
- Natalie S. Poulos
- Department of Nutritional Sciences, College of Natural Sciences, The University of Texas at Austin, Austin, TX, USA
| | - Natalie M. Golaszewski
- Department of Family and Preventive Medicine, Postdoctoral Research Associate, University of California, San Diego, CA, USA
| | - Melissa N Laska
- Department of Epidemiology and Community Health, University of Minnesota, Minneapolis, MN, USA
| | - Keryn E. Pasch
- Department of Kinesiology and Health Education, College of Education, The University of Texas at Austin, Austin, TX, USA
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Adolescent Obesity: Diet Quality, Psychosocial Health, and Cardiometabolic Risk Factors. Nutrients 2019; 12:nu12010043. [PMID: 31877943 PMCID: PMC7020092 DOI: 10.3390/nu12010043] [Citation(s) in RCA: 120] [Impact Index Per Article: 24.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2019] [Revised: 12/13/2019] [Accepted: 12/19/2019] [Indexed: 01/03/2023] Open
Abstract
Obesity is a multifaceted chronic condition with several contributing causes, including biological risk factors, socioeconomic status, health literacy, and numerous environmental influences. Of particular concern are the increasing rates of obesity in children and adolescents, as rates of obesity in youth in the United States have tripled within the last three decades. Youth from historically disadvantaged backgrounds tend to have higher rates of obesity compared to other groups. Adolescents often do not meet intake recommendations for certain food groups and nutrients, which may contribute to a heightened risk of obesity. With obesity disproportionately affecting adolescents (ages 12–19 years), negative effects of excess adiposity may be particularly salient during this critical period of development. The presentation of chronic cardiometabolic disease symptoms typically observed in adults, such as hypertension, hyperglycemia, dyslipidemia, and inflammation, are becoming increasingly common in adolescents with obesity. Additionally, there is dynamic interplay between obesity and psychosocial health, as adolescents with obesity may have increased levels of stress, depressive symptoms, and reduced resilience. To reduce and prevent adolescent obesity, the implementation of theory-driven multicomponent school- and community-based interventions have been suggested. These interventions promote knowledge and self-efficacy for healthful practices that have the potential to progress to sustained behavior change.
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25
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Murimi MW, Moyeda-Carabaza AF, Nguyen B, Saha S, Amin R, Njike V. Factors that contribute to effective nutrition education interventions in children: a systematic review. Nutr Rev 2019; 76:553-580. [PMID: 29800311 DOI: 10.1093/nutrit/nuy020] [Citation(s) in RCA: 58] [Impact Index Per Article: 11.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/26/2022] Open
Abstract
Context Establishing healthy dietary practices at an early age is crucial, as dietary behaviors in childhood track to adulthood. Objective The purpose of this systematic review was to identify factors associated with successful nutrition education interventions conducted in children and published between 2009 and 2016. Data Sources Using the PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) guidelines, relevant studies were identified through the PubMed, Web of Science, ScienceDirect, and ERIC (Educational Resources Information Center) databases. Study Selection Studies published in English between 2009 and 2016 that included a nutrition education intervention among children aged 2 to 19 years were included. Review articles, abstracts, qualitative or cross-sectional studies, and studies targeting children with special nutritional needs were excluded. Data Extraction Four authors screened and determined the quality of the studies using the GRADE (Grading of Recommendations Assessment, Development, and Evaluation) system and extracted the data from the articles. Data Analysis Forty-one studies were included: 7 targeted preschool children, 26 targeted elementary school children, and 8 targeted secondary school children. A total of 46% met their primary objectives of nutrition education intervention, while the rest either partially achieved or did not achieve their stated objectives. Results Successful interventions targeting school children engaged parents by means of face-to-face sessions, identified specific behaviors to be modified, and assured fidelity by training teachers or recruiting trained experts to deliver the intervention. In addition, they allowed adequate dosage, with an intervention duration of at least 6 months, and used age-appropriate activities. Conclusions Interventions with a multicomponent approach that were age appropriate and of adequate duration (≥ 6 months), that engaged parents, and that ensured fidelity and proper alignment between the stated objectives, the intervention, and the desired outcomes were more likely to succeed.
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Affiliation(s)
- Mary W Murimi
- Department of Nutritional Sciences, College of Human Sciences, Texas Tech University, Lubbock, Texas, USA
| | | | - Bong Nguyen
- Department of Nutritional Sciences, College of Human Sciences, Texas Tech University, Lubbock, Texas, USA
| | - Sanjoy Saha
- Department of Nutritional Sciences, College of Human Sciences, Texas Tech University, Lubbock, Texas, USA
| | - Ruhul Amin
- Institute of Nutrition and Food Science, Dhaka University, Dhaka, Bangladesh
| | - Valentine Njike
- Yale-Griffin Prevention Research Center, Derby, Connecticut, USA
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Armstrong B, Trude ACB, Johnson C, Castelo RJ, Zemanick A, Haber-Sage S, Arbaiza R, Black MM. CHAMP: A cluster randomized-control trial to prevent obesity in child care centers. Contemp Clin Trials 2019; 86:105849. [PMID: 31525490 DOI: 10.1016/j.cct.2019.105849] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2019] [Revised: 09/05/2019] [Accepted: 09/11/2019] [Indexed: 02/06/2023]
Abstract
Foundational elements of lifelong health are formed during the preschool years. Child care attendance has nearly doubled in the past 5 years making child care centers an ideal setting to establish healthy habits that prevent pediatric obesity. Despite the promising evidence of efficacy of child care-based obesity prevention interventions, limited attention has been directed to criteria needed for implementation at scale. There is potential to improve children's dietary and physical activity behaviors in diverse communities through theory-based, culturally appropriate, manualized interventions, delivered by child care staff. CHAMP (Creating Healthy Habits Among Maryland Preschoolers) is a 3-arm cluster randomized controlled childhood obesity prevention trial, aiming to improve motor skills, physical activity and willingness to try new foods among 864 preschoolers (age 3-5 years) enrolled in 54 child care centers in 10 Maryland counties. CHAMP is informed by social-cognitive and bioecological theories and based on an evidence-based program, The Food Friends®. The two intervention arms include: 1) child care-center based lessons (18-week gross motor and 12-week nutrition) administered by trained child care staff, and 2) a web-based intervention for caregivers in addition to center-based lessons. Evaluations are conducted among children, caregivers, and child care staff at fall enrollment, midline, and spring, following intervention completion. Analyses include linear mixed-models, accounting for clustering and repeated measures, incorporating center-arms as moderators. CHAMP will provide evidence-based information to inform wellness guidelines and policies that can be disseminated broadly, to ensure that child care centers provide opportunities for children to develop healthy eating, and physical activity habits. Trial Registration: NCT03111264; https://clinicaltrials.gov/ct2/show/NCT03111264.
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Affiliation(s)
- Bridget Armstrong
- University of Maryland Baltimore School of Medicine, Department of Pediatrics, United States of America
| | - Angela C B Trude
- University of Maryland Baltimore School of Medicine, Department of Pediatrics, United States of America
| | - Candace Johnson
- University of Maryland Baltimore School of Medicine, Department of Pediatrics, United States of America
| | - Romulus J Castelo
- University of Maryland Baltimore School of Medicine, Department of Pediatrics, United States of America
| | - Amy Zemanick
- University of Maryland Baltimore School of Medicine, Department of Pediatrics, United States of America
| | - Sophie Haber-Sage
- University of Maryland Baltimore School of Medicine, Department of Pediatrics, United States of America
| | - Raquel Arbaiza
- University of Maryland Baltimore School of Medicine, Department of Pediatrics, United States of America
| | - Maureen M Black
- University of Maryland Baltimore School of Medicine, Department of Pediatrics, United States of America; RTI International, Department of Pediatrics, United States of America.
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Davis J, Nikah K, Asigbee FM, Landry MJ, Vandyousefi S, Ghaddar R, Hoover A, Jeans M, Pont SJ, Richards D, Hoelscher DM, Van Den Berg AE, Bluestein M, Pérez A. Design and participant characteristics of TX sprouts: A school-based cluster randomized gardening, nutrition, and cooking intervention. Contemp Clin Trials 2019; 85:105834. [PMID: 31449880 DOI: 10.1016/j.cct.2019.105834] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2019] [Revised: 08/15/2019] [Accepted: 08/20/2019] [Indexed: 10/26/2022]
Abstract
AIMS To outline the study design, outcome measures, protocol and baseline characteristics of enrolled participants of Texas (TX) Sprouts, a one-year school-based gardening, nutrition, and cooking cluster randomized trial. METHODS Eight schools were randomly assigned to the TX Sprouts intervention and eight schools to the delayed intervention over three years (2016-2019). The intervention arm received: formation/training of Garden Leadership Committees; a 0.25-acre outdoor teaching garden; 18 student lessons including gardening, nutrition, and cooking activities, taught weekly during school hours by hired educators throughout one school year; and nine parent lessons taught monthly to families. The delayed intervention was implemented the following academic year and received the same protocol as the intervention arm. Primary outcomes included: dietary intake, dietary-related behaviors, obesity, and metabolic parameters. Child measures included: height, weight, waist circumference, body composition, blood pressure, and dietary psychosocial variables. A subsample of children were measured for glucose, hemoglobin-A1C, and 24-hour dietary recalls. Parent measures included: height and weight, dietary intake, and related dietary psychosocial variables. RESULTS Of the 4239 eligible students, 3137 students consented and provided baseline clinical measures; 3132 students completed child surveys, with 92% of their parents completing parent surveys. The subsamples of blood draws and dietary recalls were 34% and 24%, respectively. Intervention arm baseline descriptives, clinical and dietary data for children and parents are reported. CONCLUSION The TX Sprouts intervention targeted primarily low-income Hispanic children and their parents; utilized an interactive gardening, nutrition, and cooking program; and measured a battery of dietary behaviors, obesity and metabolic outcomes.
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Affiliation(s)
- JaimieN Davis
- Department of Nutritional Sciences, University of Texas at Austin, Austin, TX, USA.
| | - Katie Nikah
- Department of Nutritional Sciences, University of Texas at Austin, Austin, TX, USA
| | - Fiona M Asigbee
- Department of Nutritional Sciences, University of Texas at Austin, Austin, TX, USA
| | - Matthew J Landry
- Department of Nutritional Sciences, University of Texas at Austin, Austin, TX, USA
| | - Sarvenaz Vandyousefi
- Department of Nutritional Sciences, University of Texas at Austin, Austin, TX, USA
| | - Reem Ghaddar
- Department of Nutritional Sciences, University of Texas at Austin, Austin, TX, USA
| | - Amy Hoover
- Department of Nutritional Sciences, University of Texas at Austin, Austin, TX, USA
| | - Matthew Jeans
- Department of Nutritional Sciences, University of Texas at Austin, Austin, TX, USA
| | - Stephen J Pont
- Department of Pediatrics, Dell Medical School, University of Texas at Austin, Austin, TX, USA
| | | | - Deanna M Hoelscher
- Michael & Susan Dell Center for Healthy Living, Department of Health Promotion and Behavioral Sciences, UTHealth School of Public Health, Austin Campus, Austin, USA
| | - Alexandra E Van Den Berg
- Michael & Susan Dell Center for Healthy Living, Department of Health Promotion and Behavioral Sciences, UTHealth School of Public Health, Austin Campus, Austin, USA
| | - Meagan Bluestein
- Michael & Susan Dell Center for Healthy Living, Department of Biostatistics and Data Science, University of Texas Health (UTHealth) Science Center, Austin Regional Campus, Austin, USA
| | - Adriana Pérez
- Michael & Susan Dell Center for Healthy Living, Department of Biostatistics and Data Science, University of Texas Health (UTHealth) Science Center, Austin Regional Campus, Austin, USA
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Shanahan DF, Astell-Burt T, Barber EA, Brymer E, Cox DTC, Dean J, Depledge M, Fuller RA, Hartig T, Irvine KN, Jones A, Kikillus H, Lovell R, Mitchell R, Niemelä J, Nieuwenhuijsen M, Pretty J, Townsend M, van Heezik Y, Warber S, Gaston KJ. Nature-Based Interventions for Improving Health and Wellbeing: The Purpose, the People and the Outcomes. Sports (Basel) 2019; 7:E141. [PMID: 31185675 PMCID: PMC6628071 DOI: 10.3390/sports7060141] [Citation(s) in RCA: 85] [Impact Index Per Article: 17.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2019] [Revised: 05/22/2019] [Accepted: 05/24/2019] [Indexed: 11/16/2022] Open
Abstract
Engagement with nature is an important part of many people's lives, and the health and wellbeing benefits of nature-based activities are becoming increasingly recognised across disciplines from city planning to medicine. Despite this, urbanisation, challenges of modern life and environmental degradation are leading to a reduction in both the quantity and the quality of nature experiences. Nature-based health interventions (NBIs) can facilitate behavioural change through a somewhat structured promotion of nature-based experiences and, in doing so, promote improved physical, mental and social health and wellbeing. We conducted a Delphi expert elicitation process with 19 experts from seven countries (all named authors on this paper) to identify the different forms that such interventions take, the potential health outcomes and the target beneficiaries. In total, 27 NBIs were identified, aiming to prevent illness, promote wellbeing and treat specific physical, mental or social health and wellbeing conditions. These interventions were broadly categorized into those that change the environment in which people live, work, learn, recreate or heal (for example, the provision of gardens in hospitals or parks in cities) and those that change behaviour (for example, engaging people through organized programmes or other activities). We also noted the range of factors (such as socioeconomic variation) that will inevitably influence the extent to which these interventions succeed. We conclude with a call for research to identify the drivers influencing the effectiveness of NBIs in enhancing health and wellbeing.
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Affiliation(s)
| | - Thomas Astell-Burt
- Population Wellbeing and Environment Research Lab (PowerLab), School ofHealth and Society, University of Wollongong, 2522 Wollongong, Australia.
| | - Elizabeth A Barber
- School of Public Health, University of Queensland, Brisbane, 4006 Queensland, Australia.
| | - Eric Brymer
- UK. Discipline of Psychology, Australian College of Applied Psychology, Brisbane, 4000 Queensland, Australia.
| | - Daniel T C Cox
- Environment & Sustainability Institute, University of Exeter, Cornwall TR10 9EZ, UK.
| | - Julie Dean
- School of Public Health, University of Queensland, Brisbane, 4006 Queensland, Australia.
| | - Michael Depledge
- European Centre for Environment and Human Health, University of Exeter Medical School, Exeter EX1 2LU, UK.
| | - Richard A Fuller
- School of Biological Sciences, University of Queensland, Brisbane, 4072 Queensland, Australia.
| | - Terry Hartig
- Institute for Housing and Urban Research, Uppsala University, 75120 Uppsala, Sweden.
| | - Katherine N Irvine
- Social, Economic and Geographical Sciences, James Hutton Institute, Aberdeen AB15 8QH, UK.
| | - Andy Jones
- Norwich Medical School, University of East Anglia, Norwich, Norfolk NR15 1LT, UK.
| | - Heidy Kikillus
- Centre for Biodiversity and Restoration Ecology, Victoria University of Wellington, 6012 Wellington, New Zealand.
| | - Rebecca Lovell
- European Centre for Environment and Human Health, University of Exeter Medical School, Truro TR1 3HD, UK.
| | - Richard Mitchell
- Centre for Research on Environment, Society and Health, University of Glasgow, Glasgow G12 8QQ, UK.
| | - Jari Niemelä
- Department of Environmental Science, University of Helsinki, 00014 Helinski, Finland.
| | - Mark Nieuwenhuijsen
- ISGlobal, Barcelona Institute for Global Health, Barcelona Biomedical Research Park (PRBB), 08003 Barcelona, Spain.
| | - Jules Pretty
- Department of Biological Sciences, University of Essex, Colchester, Essex CO4 3SQ, UK.
| | - Mardie Townsend
- School of Health & Social Development, Deakin University, 3217 Geelong, Australia.
| | | | - Sara Warber
- Integrative Medicine, The University of Michigan, Michigan, MA 48710, USA.
| | - Kevin J Gaston
- Environment & Sustainability Institute, University of Exeter, Cornwall TR10 9EZ, UK.
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Ruder EH, Lohse B, Mitchell DC, Cunningham-Sabo L. Parent Food and Eating Behavior Assessments Predict Targeted Healthy Eating Index Components. JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2019; 51:711-718. [PMID: 31178008 DOI: 10.1016/j.jneb.2019.02.009] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/28/2018] [Revised: 02/21/2019] [Accepted: 02/25/2019] [Indexed: 06/09/2023]
Abstract
OBJECTIVE To examine the ability of parent response to assessments of in-home availability of 20 fruits and vegetables (FV), self-efficacy/outcome expectancy to prepare FV that their child would eat, modeling of FV eating behavior, and eating competence to predict parents' targeted Healthy Eating Index-2010 (HEI) scores at baseline. DESIGN Cross-sectional survey. SETTING Sixty-one classrooms in 8 northern Colorado elementary schools over 4 years participating in Fuel for Fun (FFF), a school-based culinary and physical activity intervention. PARTICIPANTS Parents and guardians (n = 71) of fourth-grade youths from participating classrooms. MAIN OUTCOME MEASURE(S) Healthy Eating Index-2010 scores as derived from 24-hour recalls administered with the Automated Self-Administered 24-hour dietary assessment tool. ANALYSIS Generalized linear regression models tested the predictive validity of survey assessments for targeted HEI components. Results were considered statistically significant at P ≤ .05. RESULTS In-home FV availability predicted total fruit (P = .01), whole fruit (P = .001), and total vegetable (P = .01) HEI, and parent modeling of FV eating behavior predicted total fruit (P = .01) and whole fruit (P = .02) HEI. However, these survey measures were not associated with other HEI components, including total HEI. Parent self-efficacy/outcome expectancy to prepare FV that their child would eat or like was not associated with total HEI or HEI components. Eating competence did not predict total HEI but was associated with seafood and plant proteins in the anticipated direction (P = .04). CONCLUSIONS AND IMPLICATIONS The results demonstrated construct validation of some parent Fuel for Fun survey assessments with targeted HEI components. Additional assessment in larger and more diverse samples is warranted so that nutrition education and behavior researchers may use these valid and reliable, brief, low-cost, and easy-to-use survey instruments as a proxy for dietary intake.
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Affiliation(s)
- Elizabeth H Ruder
- Wegmans School of Health and Nutrition, Rochester Institute of Technology, Rochester, NY.
| | - Barbara Lohse
- Wegmans School of Health and Nutrition, Rochester Institute of Technology, Rochester, NY
| | - Diane C Mitchell
- Diet Assessment Center, Department of Nutritional Sciences, Pennsylvania State University, University Park, PA
| | - Leslie Cunningham-Sabo
- Department of Food Science and Human Nutrition, Colorado State University, Fort Collins, CO
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Landry MJ, Markowitz AK, Asigbee FM, Gatto NM, Spruijt-Metz D, Davis JN. Cooking and Gardening Behaviors and Improvements in Dietary Intake in Hispanic/Latino Youth. Child Obes 2019; 15:262-270. [PMID: 30907624 PMCID: PMC6622558 DOI: 10.1089/chi.2018.0110] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
Background: School gardening interventions typically include cooking and gardening (CG) components; however, few studies have examined associations between CG psychosocial behaviors (attitudes, self-efficacy, and motivation), dietary intake, and obesity parameters. This study assessed the association between changes in CG behaviors with changes in dietary intake and obesity in participants of the LA Sprouts study, an after-school, 12-week, randomized controlled CG intervention conducted in four inner-city elementary schools in Los Angeles. Methods: Process analysis using data from 290 low-income, primarily Hispanic/Latino third through fifth-grade students who were randomized to either the LA Sprouts intervention (n = 160) or control group (n = 130). Height, weight, waist circumference, dietary intake via questionnaire, and CG behaviors were collected at baseline and postintervention. Linear regressions determined whether changes in CG behaviors predicted changes in dietary intake and obesity outcomes. Results: There were no differences in changes in CG psychosocial behaviors between intervention and control groups, therefore groups were combined. Participants were 49% male, 87% Hispanic/Latino, and an average age of nine. Increases in cooking behaviors significantly predicted increases in dietary fiber intake (p = 0.004) and increases in vegetable intake (p = 0.03). Increases in gardening behaviors significantly predicted increased intake of dietary fiber (p = 0.02). Changes in CG behaviors were not associated with changes in BMI z-score or waist circumference. Conclusions: Results from this study suggest that school-based interventions should incorporate CG components, despite their potentially costly and time-intensive nature, as these behaviors may be responsible for improvements in dietary intake of high-risk minority youth.
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Affiliation(s)
- Matthew J. Landry
- Department of Nutritional Sciences, The University of Texas at Austin, Austin, TX
| | - Annie K. Markowitz
- Department of Nutritional Sciences, The University of Texas at Austin, Austin, TX
| | - Fiona M. Asigbee
- Department of Nutritional Sciences, The University of Texas at Austin, Austin, TX
| | - Nicole M. Gatto
- School of Community and Global Health, Claremont Graduate University, Claremont, CA
| | - Donna Spruijt-Metz
- Center for Economic and Social Research, University of Southern California, Los Angeles, CA
| | - Jaimie N. Davis
- Department of Nutritional Sciences, The University of Texas at Austin, Austin, TX.,Address correspondence to: Jaimie N. Davis, PhD, RD, Department of Nutritional Sciences, The University of Texas at Austin, 103 W. 24th Street, Building PAI 3.24, Austin, TX 78712
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Hasan B, Thompson WG, Almasri J, Wang Z, Lakis S, Prokop LJ, Hensrud DD, Frie KS, Wirtz MJ, Murad AL, Ewoldt JS, Murad MH. The effect of culinary interventions (cooking classes) on dietary intake and behavioral change: a systematic review and evidence map. BMC Nutr 2019; 5:29. [PMID: 32153942 PMCID: PMC7050805 DOI: 10.1186/s40795-019-0293-8] [Citation(s) in RCA: 61] [Impact Index Per Article: 12.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2018] [Accepted: 05/02/2019] [Indexed: 01/08/2023] Open
Abstract
Background Culinary interventions (cooking classes) have been used to improve the quality of dietary intake and change behavior. The aim of this systematic review is to investigate the effects of culinary interventions on dietary intake and behavioral and cardiometabolic outcomes. Methods We conducted a systematic review of MEDLINE, EMBASE, Cochrane Central Register of Controlled Trials, Cochrane Database of Systematic Reviews, and Scopus for comparative studies that evaluated culinary interventions to a control group or baseline values. The intervention was defined as a cooking class regardless of its length or delivery approach. Studies included populations of children, healthy adults or adults with morbidities. The risk of bias was assessed using the Cochrane Risk of Bias tool and the Newcastle-Ottawa Scale. Outcomes were pooled using the random-effects model and descriptive statistics and depicted in an evidence map. Simple logistic regression was used to evaluate factors associated with intervention success. Results We included 30 studies (6 were randomized, 7381 patients, average follow up 25 weeks). Culinary interventions were not associated with a significant change in body mass index (− 0.07 kg/m2, 95% CI: -1.53, 1.40), systolic (− 5.31 mmHg, 95% CI: -34.2, 23.58) or diastolic blood pressure (− 3.1 mmHg, 95% CI: -23.82, 17.62) or LDL cholesterol (− 8.09 mg/dL, 95% CI: -84.43, 68.25). Culinary interventions were associated with improved attitudes, self-efficacy and healthy dietary intake in adults and children. We were unable to demonstrate whether the effect of a culinary intervention was modified by various characteristics of the intervention such as its delivery or intensity. Interventions with additional components such as education on nutrition, physical activity or gardening were particularly effective. Conclusions Culinary interventions were not associated with a significant change in cardiometabolic risk factors, but were associated with improved attitudes, self-efficacy and a healthier dietary intake in adults and children. Electronic supplementary material The online version of this article (10.1186/s40795-019-0293-8) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Bashar Hasan
- 1Evidence-Based Practice Research Program, Mayo Clinic, Rochester, MN USA.,2Robert D. and Patricia E. Kern Center for the Science of Health Care Delivery, Mayo Clinic, Rochester, MN USA
| | - Warren G Thompson
- 3Division of Preventive, Occupational, and Aerospace Medicine, Mayo Clinic, 200 1st St SW, Rochester, MN 55905 USA
| | - Jehad Almasri
- 1Evidence-Based Practice Research Program, Mayo Clinic, Rochester, MN USA.,2Robert D. and Patricia E. Kern Center for the Science of Health Care Delivery, Mayo Clinic, Rochester, MN USA
| | - Zhen Wang
- 1Evidence-Based Practice Research Program, Mayo Clinic, Rochester, MN USA.,2Robert D. and Patricia E. Kern Center for the Science of Health Care Delivery, Mayo Clinic, Rochester, MN USA
| | - Sumaya Lakis
- 1Evidence-Based Practice Research Program, Mayo Clinic, Rochester, MN USA.,2Robert D. and Patricia E. Kern Center for the Science of Health Care Delivery, Mayo Clinic, Rochester, MN USA
| | | | - Donald D Hensrud
- 3Division of Preventive, Occupational, and Aerospace Medicine, Mayo Clinic, 200 1st St SW, Rochester, MN 55905 USA
| | - Kristen S Frie
- 5Dan Abraham Healthy Living Center, Mayo Clinic, Rochester, MN USA
| | - Mary J Wirtz
- 5Dan Abraham Healthy Living Center, Mayo Clinic, Rochester, MN USA
| | - Angela L Murad
- 5Dan Abraham Healthy Living Center, Mayo Clinic, Rochester, MN USA
| | - Jason S Ewoldt
- 5Dan Abraham Healthy Living Center, Mayo Clinic, Rochester, MN USA
| | - M Hassan Murad
- 1Evidence-Based Practice Research Program, Mayo Clinic, Rochester, MN USA.,2Robert D. and Patricia E. Kern Center for the Science of Health Care Delivery, Mayo Clinic, Rochester, MN USA.,3Division of Preventive, Occupational, and Aerospace Medicine, Mayo Clinic, 200 1st St SW, Rochester, MN 55905 USA
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Parke KA, Meireles CL, Sickora C. A Nurse-Led Model of Care to Address Social and Behavioral Determinants of Health at a School-Based Health Center. THE JOURNAL OF SCHOOL HEALTH 2019; 89:423-426. [PMID: 30932208 DOI: 10.1111/josh.12748] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/06/2018] [Revised: 06/26/2018] [Accepted: 07/20/2018] [Indexed: 06/09/2023]
Affiliation(s)
- Kathryn A Parke
- UT Health San Antonio, School of Nursing, 7300 Floyd Curl Drive, San Antonio, TX 78229
| | - Christiane L Meireles
- UT Health San Antonio, School Of Nursing, 7703 Floyd Curl Drive, San Antonio, TX 78229
| | - Cindy Sickora
- UT Health San Antonio, School Of Nursing, 7703 Floyd Curl Drive, San Antonio, TX 78229
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Fisher MC, Villegas E, Sutter C, Musaad SM, Koester B, Fiese BH. Sprouts Growing Healthy Habits: Curriculum Development and Pilot Study. Front Public Health 2019; 7:65. [PMID: 30972317 PMCID: PMC6445962 DOI: 10.3389/fpubh.2019.00065] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2018] [Accepted: 03/05/2019] [Indexed: 11/13/2022] Open
Abstract
High rates of childhood obesity and the impact this has on children's health make it important to establish a healthy lifestyle during the early school years. This pilot study explored the impact of a newly developed healthy habits curriculum. The Sprouts: Growing Healthy Habits curriculum presents topics such as energy balance, healthy sleep habits, and food groups through short activities and interactive book-reading. A nonrandomized controlled experimental study design was used to assess impact. Fifty-seven children between 5 and 6 years of age participated from two elementary schools (36 from the intervention school, 21 from the control school). Knowledge was assessed pre- and post-intervention in five content areas (farm to table, bedtime routines, portion size, energy expenditure, sugar content of beverages) using card sorting, ranking, and sequence activities. Within- and between-school comparisons were conducted using differences between groups and mixed modeling approaches. Within the intervention school, significant increases in knowledge were observed for farm to table, sugar content of beverages, and bedtime routines. For the control school, there was a significant increase in knowledge of portion sizes. Considering between-schools, only change in knowledge of bedtime routines remained significant, with greater increases in the intervention school. Results seem promising given the short dosage of curriculum. Increases in knowledge of healthy habits in early childhood may help in promoting healthy behaviors and combatting the effects of obesity.
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Affiliation(s)
- Meghan C. Fisher
- Human Development and Family Studies Department, University of Illinois at Urbana-Champaign, Urbana, IL, United States
| | - Elizabeth Villegas
- Human Development and Family Studies Department, University of Illinois at Urbana-Champaign, Urbana, IL, United States
| | - Carolyn Sutter
- Family Resiliency Center, Human Development and Family Studies Department, University of Illinois at Urbana-Champaign, Urbana, IL, United States
| | - Salma M. Musaad
- Family Resiliency Center, Human Development and Family Studies Department, University of Illinois at Urbana-Champaign, Urbana, IL, United States
| | - Brenda Koester
- Family Resiliency Center, Human Development and Family Studies Department, University of Illinois at Urbana-Champaign, Urbana, IL, United States
| | - Barbara H. Fiese
- Family Resiliency Center, Human Development and Family Studies Department, University of Illinois at Urbana-Champaign, Urbana, IL, United States
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DeJesus JM, Gelman SA, Herold I, Lumeng JC. Children eat more food when they prepare it themselves. Appetite 2019; 133:305-312. [PMID: 30448413 PMCID: PMC6768385 DOI: 10.1016/j.appet.2018.11.006] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2018] [Revised: 08/09/2018] [Accepted: 11/12/2018] [Indexed: 10/27/2022]
Abstract
Encouraging children to participate in food preparation is recommended by pediatric guidelines and has been included in public health interventions. However, little is known about whether the act of preparing a food specifically increases children's intake of that food, nor is it known whether this effect might differ for healthy and familiar unhealthy foods. The present study examines whether 5- to 7-year-old children eat more of a food they prepared themselves compared to the same food prepared by someone else. Children participated in a laboratory study in which they prepared either a salad or a dessert and then had the opportunity to eat the food they prepared and/or a nearly identical food prepared by someone else. We found that children ate more of a food they prepared themselves, but no significant difference was observed in children's ratings of each food. In addition to eating more healthy foods they prepared themselves, children ate more unhealthy foods they prepared themselves, including familiar and well-liked desserts. More specific recommendations are needed if the goal of involving children in food preparation is to promote health.
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Affiliation(s)
- Jasmine M DeJesus
- Department of Psychology, University of North Carolina at Greensboro, United States.
| | - Susan A Gelman
- Department of Psychology, University of Michigan, United States; Center for Human Growth and Development, University of Michigan, United States
| | - Isabella Herold
- Department of Nutritional Sciences, School of Public Health, University of Michigan, United States
| | - Julie C Lumeng
- Center for Human Growth and Development, University of Michigan, United States; Department of Nutritional Sciences, School of Public Health, University of Michigan, United States; Division of Developmental and Behavioral Pediatrics, Department of Pediatrics and Communicable Diseases, University of Michigan, United States
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Tilles-Tirkkonen T, Nuutinen O, Sinikallio S, Poutanen K, Karhunen L. Theory-informed nutrition education curriculum Tools For Feeling Good promotes healthy eating patterns among fifth grade pupils: cross-sectional study. J Hum Nutr Diet 2018; 31:647-657. [PMID: 29888471 DOI: 10.1111/jhn.12568] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
BACKGROUND The eating patterns of school-aged children rarely meet recommendations: meal frequency is irregular and the consumption of vegetables is lower and sugar-sweetened products higher than recommended. Although school is an excellent arena for nutrition education to support pupils eating patterns, teachers usually lack efficient tools. The present study aimed to develop a curriculum for nutrition education to be used by teachers and to examine its efficacy in the school environment with respect to the eating patterns of pupils. METHODS The curriculum was developed in collaboration with school teachers using self-determination theory as a theoretical standpoint. The Health at Every Size concept and sensory-based food education were utilised in the curriculum. Self-reported questionnaires were used to assess the feasibility and impact of the curriculum. Fourteen teachers implemented the curriculum during 2012-2013 with 194 pupils aged 10-13 years (fifth and sixth grades). The control schools included 140 pupils of the same age not following the curriculum. RESULTS The teachers reported that the curriculum was easy to integrate in the school environment. The fifth graders improved their breakfast frequency, increased their consumption of vegetables and reduced their consumption of ice cream, sweets and sugar-sweetened drinks. No improvement was found in the fifth graders at the control schools. In the sixth graders, no dietary changes were detected in the intervention or control schools. CONCLUSIONS The pupils in the fifth grade appeared to comprise a responsive target group for nutrition education at schools. The curriculum offers a promising approach for developing healthy eating patterns among fifth graders. Collaboration with teachers in developing the curriculum likely enhanced its feasibility and teacher commitment for implementation.
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Affiliation(s)
- T Tilles-Tirkkonen
- Department of Public Health and Clinical Nutrition, University of Eastern Finland, Kuopio, Finland
| | - O Nuutinen
- Department of Public Health and Clinical Nutrition, University of Eastern Finland, Kuopio, Finland
| | - S Sinikallio
- School of Educational Sciences and Psychology, University of Eastern Finland, Joensuu, Finland
| | - K Poutanen
- VTT - Technical Research Centre of Finland Ltd, Finland
| | - L Karhunen
- Department of Public Health and Clinical Nutrition, University of Eastern Finland, Kuopio, Finland.,Institute of Clinical Medicine, Internal Medicine, Kuopio University Hospital, Kuopio, Finland
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Knapp MB, Hall MT, Mundorf AR, Partridge KL, Johnson CC. Perceptions of School-Based Kitchen Garden Programs in Low-Income, African American Communities. Health Promot Pract 2018; 20:667-674. [PMID: 29882427 DOI: 10.1177/1524839918782157] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Introduction. While school-based kitchen garden programs are shown to improve fruit and vegetable consumption and knowledge among children, there has been little research on participant perceptions of these programs, specifically among minority populations that are disproportionately affected by and at high risk for overweight and obesity. This qualitative study examined the perceptions of and values associated with participation in school-based kitchen garden programs implemented through Edible Schoolyard New Orleans in low-income, predominantly African American schools in New Orleans, Louisiana. Method. Qualitative data were collected through semistructured focus group discussions with key stakeholder groups at schools offering Edible Schoolyard New Orleans. Results. A total of 10 focus groups were conducted across 4 middle schools with students (n = 27), parents (n = 17), and teachers (n = 17). Four primary themes emerged during data analysis: development of life skills, food and health, family and community, and experiential and participatory learning. Conclusions. To strengthen the sustainability and potential impact of school-based kitchen garden programs, future intervention strategies should place specific emphasis on the themes that emerged from this study. School-based kitchen garden programs may be a promising strategy to positively influence the individual, social, and physical environmental factors that contribute to overweight and obesity in low-income, African American communities.
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Affiliation(s)
- Megan B Knapp
- 1 Tulane University School of Public Health and Tropical Medicine, New Orleans, LA, USA
| | | | | | | | - Carolyn C Johnson
- 1 Tulane University School of Public Health and Tropical Medicine, New Orleans, LA, USA
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Who Cares? The Importance of Emotional Connections with Nature to Ensure Food Security and Wellbeing in Cities. SUSTAINABILITY 2018. [DOI: 10.3390/su10061844] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Muzaffar H, Metcalfe JJ, Fiese B. Narrative Review of Culinary Interventions with Children in Schools to Promote Healthy Eating: Directions for Future Research and Practice. Curr Dev Nutr 2018; 2:nzy016. [PMID: 29955728 PMCID: PMC6016610 DOI: 10.1093/cdn/nzy016] [Citation(s) in RCA: 45] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2018] [Revised: 02/06/2018] [Accepted: 03/13/2018] [Indexed: 11/14/2022] Open
Abstract
Policymakers, scientists, and food and nutrition practitioners suggest that there is a societal decline in culinary skills, which is predictive of poor dietary habits contributing to childhood obesity. A narrative review was conducted to critically evaluate culinary skill interventions for children ages 5-12 y in schools to identify specific programs and programmatic factors associated with improvement in the quality of diet, body mass index (BMI), and positive changes in psychosocial variables. The culinary interventions were implemented in urban and rural areas in the United States, Australia, and England. PubMed and Medline, the Cochrane database, and a hand-search of publications identified 131 articles; 6 articles were selected for further examination on the basis of the inclusion criteria. Study designs included 1 randomized controlled trial and 5 quasi-experimental studies. Three interventions were grounded in behavioral theory, of which 2 incorporated the Social Cognitive Theory framework. The target population and setting included children and early adolescents in schools. The study methodology primarily included cooking classes combined with nutrition education lessons, parent and community components, gardening classes, tasting sessions, school lunchroom components, trips to a farmers market, or visits to a restaurant. Qualitative evaluations of the programs indicated positive findings in terms of program appeal and improvement in cooking skills and healthy eating. Quantitative analysis indicated improvement in food preferences, cooking skills, cooking self-efficacy, cooking behavioral intentions, food-preparation frequency, knowledge, healthy dietary intake, BMI, and blood pressure. The findings from this review support a positive relation between culinary interventions with children in schools and improvement in cooking skills, consumption of a healthy diet, and positive changes in anthropometric assessments. This review also suggests that integration with the academic curriculum and school lunch program may be potential avenues to explore for improving the longevity and success of the cooking programs. Further research should emphasize rigorous methodologic standards, develop theory-based standardized frameworks, and evaluate long-term effects of culinary interventions.
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Affiliation(s)
- Henna Muzaffar
- Department of Food Science and Human Nutrition, University of Illinois, Urbana-Champaign, IL
| | - Jessica J Metcalfe
- Department of Food Science and Human Nutrition, University of Illinois, Urbana-Champaign, IL
- Family Resiliency Center, Urbana, IL
| | - Barbara Fiese
- Department of Food Science and Human Nutrition, University of Illinois, Urbana-Champaign, IL
- Family Resiliency Center, Urbana, IL
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Ensaff H, Crawford R, Russell JM, Barker ME. Preparing and sharing food: a quantitative analysis of a primary school-based food intervention. J Public Health (Oxf) 2018; 39:567-573. [PMID: 27591297 DOI: 10.1093/pubmed/fdw086] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2016] [Accepted: 07/16/2016] [Indexed: 11/14/2022] Open
Abstract
Background Primary schools are increasingly used as arenas for public health initiatives. The aim of this study was to assess a primary school-based food intervention. Methods The intervention comprised timetabled kitchen classroom sessions (90 min, fortnightly). Pupils prepared and cooked food, which they then ate together. Children's relationship with food, including food enjoyment, experience and food neophobia, were addressed at the intervention school (baseline n = 154; follow-up n = 164) and at a matched control school (baseline n = 171; follow-up n = 174). Results Pupils at the intervention school scored significantly higher (M = 3.90, SD = 1.81) for scores on Kitchen Equipment, compared to the control school (M = 3.06, SD = 2.12); and again scored significantly higher (M = 9.34, SD = 3.79) for the overall Cooking Experience Score compared to the control school (M = 7.98, SD = 4.57). Shifts accompanying the intervention in three outcome measures for pupils (taste description, liking for cooking and helping with cooking at home) were also revealed. No main intervention effect for food neophobia and fussiness was found; a close to significant time by intervention interaction (P = 0.053) was evident. Conclusions The study indicates limited but encouraging changes, and contributes to the growing literature regarding school-based food initiatives.
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Affiliation(s)
- H Ensaff
- Human Nutrition Unit, Department of Oncology, The Medical School, University of Sheffield, SheffieldS10 2RX, UK
| | - R Crawford
- Human Nutrition Unit, Department of Oncology, The Medical School, University of Sheffield, SheffieldS10 2RX, UK
| | - J M Russell
- Corporate Information and Computing Services, University of Sheffield, SheffieldS10 2HB, UK
| | - M E Barker
- Human Nutrition Unit, Department of Oncology, The Medical School, University of Sheffield, SheffieldS10 2RX, UK
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Wickham CA, Carbone ET. What's technology cooking up? A systematic review of the use of technology in adolescent food literacy programs. Appetite 2018; 125:333-344. [PMID: 29471069 DOI: 10.1016/j.appet.2018.02.001] [Citation(s) in RCA: 27] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2017] [Revised: 11/18/2017] [Accepted: 02/02/2018] [Indexed: 12/31/2022]
Abstract
Over one-third of adolescents are overweight or obese. Food literacy (FL), the ability to plan and manage, select, prepare, and eat healthy foods, is a contemporary concept that provides a mechanism to understand the relationship between food-related knowledge and skills and dietary intake. Innovative interventions which focus on the core concepts of FL and include generationally appropriate technology have the potential to provide positive impact on the dietary habits of adolescents. This systematic review followed PRISMA guidelines and employed the Downs and Black criteria for rating studies. Titles and abstracts of 545 articles were collected and reviewed from 13 electronic databases. Studies were selected if they were peer-reviewed, included adolescents 12-19 years-old, incorporated concepts related to FL, and employed technology as part of the intervention. Eight studies, six randomized controlled trials (RCT) and two interventions without controls were included. Seven of the interventions used Internet or web-based platforms to access program components and all RCTs incorporated game elements. Studies included between two and four constructs of FL. All reported positive changes in food intake with five reporting significant positive pre- and post-intervention changes. Few technology-driven FL-related studies exist within the literature. Although all studies reported improvements in dietary intake, due to variation in program design, delivery, and evaluation it is difficult to tease out the effect of the technology component. Continued research is needed to: 1) determine the degree to which FL should be included in interventions to effect a positive change on dietary intake; 2) develop adolescent-specific FL measures to more appropriately evaluate changes in knowledge, food-related skills, and dietary intake; and 3) design technology-driven interventions so that technology components can be analyzed separately from other program elements.
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Affiliation(s)
- Catherine A Wickham
- University of Massachusetts Amherst, School of Public Health and Health Sciences, Department of Nutrition, Amherst, MA, United States.
| | - Elena T Carbone
- University of Massachusetts Amherst, School of Public Health and Health Sciences, Department of Nutrition, Amherst, MA, United States
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Loso J, Staub D, Colby SE, Olfert MD, Kattelmann K, Vilaro M, Colee J, Zhou W, Franzen-Castle L, Mathews AE. Gardening Experience Is Associated with Increased Fruit and Vegetable Intake among First-Year College Students: A Cross-Sectional Examination. J Acad Nutr Diet 2017; 118:275-283. [PMID: 29198845 PMCID: PMC5929138 DOI: 10.1016/j.jand.2017.09.005] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2017] [Accepted: 09/11/2017] [Indexed: 10/27/2022]
Abstract
BACKGROUND Gardening interventions have been shown to increase fruit and vegetable (F/V) intake among school-aged children. It is unknown whether these effects persist into later adolescence or adulthood, and little is known about whether gardening in later adolescence is related to F/V intake. OBJECTIVE To identify the relationship between both childhood and recent (within the past 12 months) gardening experiences and current F/V intake among college students. DESIGN/PARTICIPANTS A cross-sectional evaluation of 1,121 college freshmen with suboptimal F/V consumption from eight US universities. MAIN OUTCOME MEASURES Participants completed the National Cancer Institute Fruit and Vegetable Screener and questions about gardening experiences. Respondents were grouped as having gardened or not gardened during childhood and recently. STATISTICAL ANALYSES PERFORMED A linear mixed model was used to evaluate the relationship between childhood and recent gardening and current F/V intake. RESULTS Of the student participants, 11% reported gardening only during childhood, 19% reported gardening only recently, 20% reported gardening both as a child and recently, and 49% of students reported never having gardened. Students who gardened both during childhood and recently had a significantly higher mean current intake of F/V compared with students who never gardened (2.5±0.6 vs 1.9±0.5 cup equivalents [CE], respectively; P<0.001). In addition, F/V intake increased with frequency of recent gardening engagement when comparing students who did not garden with those who gardened monthly or weekly (2.1±0.5 CE, 2.4±0.6 CE, and 2.8±0.7 CE, respectively; P<0.001). CONCLUSIONS This analysis suggests that the combination of childhood and recent gardening experience is associated with greater current F/V intake among first-year college students not currently meeting national F/V recommendations. In addition, a greater frequency of gardening experience may further enhance this effect.
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What Should Be Taught in Secondary Schools' Nutrition and Food Systems Education? Views from Prominent Food-Related Professionals in Australia. Nutrients 2017; 9:nu9111207. [PMID: 29099070 PMCID: PMC5707679 DOI: 10.3390/nu9111207] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2017] [Revised: 10/20/2017] [Accepted: 10/30/2017] [Indexed: 11/24/2022] Open
Abstract
Education can help young people to attain the knowledge and the skills that they need to make proper food choices and develop lifelong healthy eating patterns. This study explored the perspectives of prominent food-related professionals in Australia regarding essential nutrition and food systems (N&FS) education programs for adolescents during formal education. Semi-structured interviews were conducted with 21 prominent food-related professionals in Australia. Interview transcripts were analysed thematically. Four essential areas for N&FS education programs were identified. (1) Key nutrition messages to a healthy lifestyle; (2) Skill development programs to enhance health and wellbeing; (3) Ethical food-related lessons to support environmental sustainability, farm animal welfare, local producers, and food security; and, (4) Introductory lessons about foods from farm to plate to facilitate more informed food choices. Findings of this study may provide new insights for curriculum developers in Australia for further assessment of the current gaps in N&FS components of secondary school curriculum. Integration of these four areas into secondary school curricula has the potential to enhance adolescents’ knowledge of important scientific and ethical issues in a range of N&FS fields, and enable them to develop fundamental food-related life skills that are supportive of health and wellbeing.
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Martin P, Consalès JN, Scheromm P, Marchand P, Ghestem F, Darmon N. Community gardening in poor neighborhoods in France: A way to re-think food practices? Appetite 2017; 116:589-598. [DOI: 10.1016/j.appet.2017.05.023] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2016] [Revised: 03/27/2017] [Accepted: 05/13/2017] [Indexed: 10/19/2022]
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Sadegholvad S, Yeatman H, Parrish AM, Worsley A. Experts' views regarding Australian school-leavers' knowledge of nutrition and food systems. Aust N Z J Public Health 2017; 41:502-507. [PMID: 28749568 DOI: 10.1111/1753-6405.12703] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2016] [Revised: 04/01/2017] [Accepted: 05/01/2017] [Indexed: 12/13/2022] Open
Abstract
OBJECTIVE To explore Australian experts' views regarding strengths and gaps in school-leavers' knowledge of nutrition and food systems ( N&FS) and factors that influence that knowledge. METHOD Semi-structured interviews were conducted with 21 highly experienced food-related experts in Australia. Qualitative data were analysed thematically using Attride-Stirling's thematic network framework. RESULTS Two global themes and several organising themes were identified. The first global theme, 'structural curriculum-based problems', emerged from three organising themes of: inconsistencies in provided food education programs at schools in Australia; insufficient coverage of food-related skills and food systems topics in school curricula; and the lack of trained school teachers. The second global theme, 'insufficient levels of school-leavers knowledge of N&FS ', was generated from four organising themes, which together described Australian school-leavers' poor knowledge of N&FS more broadly and knowledge translation problem for everyday practices. CONCLUSION Study findings identified key problems relating to current school-based N&FS education programs in Australia and reported knowledge gaps in relation to N&FS among Australian school-leavers. IMPLICATIONS These findings provide important guidance for N&FS curriculum development, to clearly articulate broadly-based N&FS knowledge acquisition in curriculum policy and education documents for Australian schools.
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Affiliation(s)
- Sanaz Sadegholvad
- School of Health and Society, Faculty of Social Sciences, University of Wollongong, New South Wales
| | - Heather Yeatman
- School of Health and Society, Faculty of Social Sciences, University of Wollongong, New South Wales
| | - Anne-Maree Parrish
- School of Health and Society, Faculty of Social Sciences, University of Wollongong, New South Wales
| | - Anthony Worsley
- Centre for Physical Activity Research, School of Exercise and Nutrition Sciences, Deakin University, Victoria
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Examining the Benefits and Barriers of Instructional Gardening Programs to Increase Fruit and Vegetable Intake among Preschool-Age Children. JOURNAL OF ENVIRONMENTAL AND PUBLIC HEALTH 2017; 2017:2506864. [PMID: 28607563 PMCID: PMC5457770 DOI: 10.1155/2017/2506864] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/28/2016] [Revised: 04/18/2017] [Accepted: 05/03/2017] [Indexed: 11/18/2022]
Abstract
Research exists on using instructional gardening programs with school age children as a means of improving dietary quality and for obesity prevention. This article examines the potential use of instructional gardens in childcare settings to improving fruit and vegetable intake in young children. A qualitative study was conducted with childcare providers. Participants (n = 20) were recruited via e-mails, letters, and follow-up phone calls. Interviews were recorded, transcribed, and coded to identify themes within two areas (1) childcare providers perceptions of children's fruit and vegetable consumption and (2) components necessary to initiate or improve instructional gardening programs. Themes associated with provider's perceptions of child fruit and vegetable consumption included benefits of consumption, willingness to try fruits and vegetables, meeting recommendations, and influence of the home and childcare environments on child eating. Benefits, barriers, and resources needed were identified as themes related to starting or improving instructional gardening programs. Benefits to gardening with preschoolers are consistent with those found in school-age populations. While several barriers exist, resources are available to childcare providers to address these barriers. Increased knowledge and awareness of resources are necessary to improve the success of gardening programs in the childcare setting with the goal of improving child diet quality.
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Lee RE, Parker NH, Soltero EG, Ledoux TA, Mama SK, McNeill L. Sustainability via Active Garden Education (SAGE): results from two feasibility pilot studies. BMC Public Health 2017; 17:242. [PMID: 28283032 PMCID: PMC5345144 DOI: 10.1186/s12889-017-4163-5] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2016] [Accepted: 03/02/2017] [Indexed: 11/18/2022] Open
Abstract
Background Low physical activity (PA) and fruit and vegetable (F&V) consumption in early childhood are continued public health challenges. This manuscript describes outcomes from two pilot studies for Sustainability via Active Garden Education (SAGE), a program designed to increase PA and F&V consumption among 3 to 5 year old children. Methods SAGE was developed using community-based participatory research (CBPR) and delivered to children (N = 89) in early care and education centers (ECEC, N = 6) in two US cities. Children participated in 12 one-hour sessions that included songs, games, and interactive learning activities involving garden maintenance and taste tests. We evaluated reach, efficacy, adoption, implementation, and potential for maintenance of SAGE following the RE-AIM framework. Reach was evaluated by comparing demographic characteristics among SAGE participants and residents of target geographic areas. Efficacy was evaluated with accelerometer-measured PA, F&V consumption, and eating in the absence of hunger among children, parenting practices regarding PA, and home availability of F&V. Adoption was evaluated by the number of ECEC that participated relative to the number of ECEC that were recruited. Implementation was evaluated by completion rates of planned SAGE lessons and activities, and potential for maintenance was evaluated with a parent satisfaction survey. Results SAGE reached ECEC in neighborhoods representing a wide range of socioeconomic status, with participants’ sociodemographic characteristics representing those of the intervention areas. Children significantly increased PA during SAGE lessons compared to usual lessons, but they also consumed more calories in the absence of hunger in post- vs. pre-intervention tests (both p < .05). Parent reports did not suggest changes in F&V consumption, parenting PA practices, or home F&V availability, possibly due to low parent engagement. ECEC had moderate-to-high implementation of SAGE lessons and curriculum. Potential for maintenance was strong, with parents rating SAGE favorably and reporting increases in knowledge about PA and nutrition guidelines for young children. Conclusions SAGE successfully translated national PA guidelines to practice for young children but was less successful with nutrition guidelines. High adoption and implementation and favorable parent reports suggest high potential for program sustainability. Further work to engage parents and families of young children in ECEC-based PA and nutrition programming is needed.
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Affiliation(s)
- Rebecca E Lee
- Center for Health Promotion and Disease Prevention, College of Nursing and Health Innovation, Arizona State University, Phoenix, AZ, USA.
| | - Nathan H Parker
- Texas Obesity Research Center, Department of Health and Human Performance, University of Houston, Houston, TX, USA
| | - Erica G Soltero
- Center for Health Promotion and Disease Prevention, College of Nursing and Health Innovation, Arizona State University, Phoenix, AZ, USA
| | - Tracey A Ledoux
- Texas Obesity Research Center, Department of Health and Human Performance, University of Houston, Houston, TX, USA
| | - Scherezade K Mama
- Department of Kinesiology, College of Health and Human Development, The Pennsylvania State University, University Park, PA, USA
| | - Lorna McNeill
- Department of Health Disparities Research, University of Texas M.D. Anderson Cancer Center, Houston, TX, USA
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DeCosta P, Møller P, Frøst MB, Olsen A. Changing children's eating behaviour - A review of experimental research. Appetite 2017; 113:327-357. [PMID: 28286164 DOI: 10.1016/j.appet.2017.03.004] [Citation(s) in RCA: 189] [Impact Index Per Article: 27.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2016] [Revised: 03/03/2017] [Accepted: 03/04/2017] [Indexed: 01/10/2023]
Abstract
The interest in children's eating behaviours and how to change them has been growing in recent years. This review examines the following questions: What strategies have been used to change children's eating behaviours? Have their effects been experimentally demonstrated? And, are the effects transient or enduring? Medline and Cab abstract (Ovid) and Web of Science (Thomson Reuters) were used to identify the experimental studies. A total of 120 experimental studies were identified and they are presented grouped within these 11 topics; parental control, reward, social facilitation, cooking programs, school gardens, sensory education, availability and accessibility, choice architecture and nudging, branding and food packaging, preparation and serving style, and offering a choice. In conclusion, controlling strategies for changing children's eating behaviour in a positive direction appear to be counterproductive. Hands-on approaches such as gardening and cooking programs may encourage greater vegetable consumption and may have a larger effect compared to nutrition education. Providing children with free, accessible fruits and vegetables have been experimentally shown to positively affect long-term eating behaviour. The authors recommend future research to examine how taste and palatability can positively affect children's attitudes and eating behaviour.
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Affiliation(s)
- Patricia DeCosta
- Food Design and Consumer Behaviour, Department of Food Science (FOOD), University of Copenhagen, Rolighedsvej 26, 1958 Frederiksberg C, Denmark.
| | - Per Møller
- Food Design and Consumer Behaviour, Department of Food Science (FOOD), University of Copenhagen, Rolighedsvej 26, 1958 Frederiksberg C, Denmark.
| | - Michael Bom Frøst
- Nordic Food Lab, Food Design and Consumer Behaviour, Department of Food Science (FOOD), University of Copenhagen, Rolighedsvej 26, 1958 Frederiksberg C, Denmark.
| | - Annemarie Olsen
- Food Design and Consumer Behaviour, Department of Food Science (FOOD), University of Copenhagen, Rolighedsvej 26, 1958 Frederiksberg C, Denmark.
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Gatto NM, Martinez LC, Spruijt-Metz D, Davis JN. LA sprouts randomized controlled nutrition, cooking and gardening programme reduces obesity and metabolic risk in Hispanic/Latino youth. Pediatr Obes 2017; 12:28-37. [PMID: 26909882 PMCID: PMC5362120 DOI: 10.1111/ijpo.12102] [Citation(s) in RCA: 53] [Impact Index Per Article: 7.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/30/2015] [Revised: 12/05/2015] [Accepted: 12/10/2015] [Indexed: 11/26/2022]
Abstract
BACKGROUND Many programmes for children that involve gardening and nutrition components exist; however, none include experimental designs allowing more rigorous evaluation of their impact on obesity. OBJECTIVES The objective of this study is to explore the effects of a novel 12-week gardening, nutrition and cooking intervention {'LA Sprouts'} on dietary intake, obesity parameters and metabolic disease risk among low-income, primarily Hispanic/Latino youth in Los Angeles.. METHODS This study used a randomized control trial involving four elementary schools [two randomized to intervention {172, 3rd-5th grade students}; two randomized to control {147, 3rd-5th grade students}]. Classes were taught in 90-min sessions once per week for 12 weeks. Data collected at pre-intervention and post-intervention included dietary intake via food frequency questionnaire, anthropometric measures {body mass index, waist circumference}, body fat, and fasting blood samples. RESULTS LA Sprouts participants compared with controls had significantly greater reductions in body mass index z-scores {-0.1 vs. -0.04, respectively; p = 0.01} and waist circumference {-1.2 vs. 0.1 cm; p < 0.001}. Fewer LA Sprouts participants had the metabolic syndrome after the intervention than before, while controls with metabolic syndrome increased. LA Sprouts participants compared with controls increased dietary fiber intake {+3.4% vs. -16.5%; p = 0.04}. All participants decreased vegetable intake, but decreases were less in LA Sprouts than controls {-3.7% vs. -26.1%; p = 0.04}. Change in fruit intake did not differ between LA Sprouts and controls. CONCLUSIONS LA Sprouts was effective in reducing obesity and metabolic risk; however, additional larger and longer-term studies are warranted.
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Affiliation(s)
- Nicole M. Gatto
- Center for Nutrition, Healthy Lifestyles & Disease Prevention, School of Public Health, Loma Linda University
| | | | - Donna Spruijt-Metz
- Department of Preventive Medicine, University of Southern California
- Center for Economic and Social Research, University of Southern California
- Department of Psychology, University of Southern California
| | - Jaimie N. Davis
- Department of Nutritional Sciences, University of Texas at Austin
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Abstract
Purpose of Review Community-based interventions aiming to improve cooking skills are a popular strategy to promote healthy eating. We reviewed current evidence on the effectiveness of these interventions on different confidence aspects and fruit and vegetable intake. Recent Findings Evaluation of cooking programmes consistently report increased confidence in cooking skills in adults across different age groups and settings. The effectiveness of these programmes on modifying eating behaviour is less consistent, but small increases in self-reported consumption of fruit and vegetables are also described. Lack of large samples, randomization and control groups and long-term evaluation are methodological limitations of the evidence reviewed. Summary Cooking skill interventions can have a positive effect on food literacy, particularly in improving confidence on cooking and fruit and vegetable consumption, with vulnerable, low-socieconomic groups gaining more benefits. Consistency across study designs, delivery and evaluation of outcomes both at short and long terms are warranted to draw clearer conclusions on how cooking programmes are contributing to improve diet and health.
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50
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Evans A, Ranjit N, Hoelscher D, Jovanovic C, Lopez M, McIntosh A, Ory M, Whittlesey L, McKyer L, Kirk A, Smith C, Walton C, Heredia NI, Warren J. Impact of school-based vegetable garden and physical activity coordinated health interventions on weight status and weight-related behaviors of ethnically diverse, low-income students: Study design and baseline data of the Texas, Grow! Eat! Go! (TGEG) cluster-randomized controlled trial. BMC Public Health 2016; 16:973. [PMID: 27624139 PMCID: PMC5022204 DOI: 10.1186/s12889-016-3453-7] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2016] [Accepted: 08/05/2016] [Indexed: 11/21/2022] Open
Abstract
Background Coordinated, multi-component school-based interventions can improve health behaviors in children, as well as parents, and impact the weight status of students. By leveraging a unique collaboration between Texas AgriLife Extension (a federal, state and county funded educational outreach organization) and the University of Texas School of Public Health, the Texas Grow! Eat! Go! Study (TGEG) modeled the effectiveness of utilizing existing programs and volunteer infrastructure to disseminate an enhanced Coordinated School Health program. The five-year TGEG study was developed to assess the independent and combined impact of gardening, nutrition and physical activity intervention(s) on the prevalence of healthy eating, physical activity and weight status among low-income elementary students. The purpose of this paper is to report on study design, baseline characteristics, intervention approaches, data collection and baseline data. Methods The study design for the TGEG study consisted of a factorial group randomized controlled trial (RCT) in which 28 schools were randomly assigned to one of 4 treatment groups: (1) Coordinated Approach to Child Health (CATCH) only (Comparison), (2) CATCH plus school garden intervention [Learn, Grow, Eat & Go! (LGEG)], (3) CATCH plus physical activity intervention [Walk Across Texas (WAT)], and (4) CATCH plus LGEG plus WAT (Combined). The outcome variables include student’s weight status, vegetable and sugar sweetened beverage consumption, physical activity, and sedentary behavior. Parents were assessed for home environmental variables including availability of certain foods, social support of student health behaviors, parent engagement and behavior modeling. Results Descriptive data are presented for students (n = 1369) and parents (n = 1206) at baseline. The sample consisted primarily of Hispanic and African American (53 % and 18 %, respectively) and low-income (i.e., 78 % eligible for Free and Reduced Price School Meals program and 43 % food insecure) students. On average, students did not meet national guidelines for vegetable consumption or physical activity. At baseline, no statistical differences for demographic or key outcome variables among the 4 treatment groups were observed. Conclusions The TGEG study targets a population of students and parents at high risk of obesity and related chronic conditions, utilizing a novel and collaborative approach to program formulation and delivery, and a rigorous, randomized study design.
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Affiliation(s)
- A Evans
- Michael & Susan Dell Center for Healthy Living - Division of Health Promotion and Behavioral Sciences - University of Texas Health (UTHealth) Science Center, Austin Regional Campus, Austin, USA.
| | - N Ranjit
- Michael & Susan Dell Center for Healthy Living - Division of Health Promotion and Behavioral Sciences - University of Texas Health (UTHealth) Science Center, Austin Regional Campus, Austin, USA
| | - D Hoelscher
- Michael & Susan Dell Center for Healthy Living - Division of Health Promotion and Behavioral Sciences - University of Texas Health (UTHealth) Science Center, Austin Regional Campus, Austin, USA
| | - C Jovanovic
- Michael & Susan Dell Center for Healthy Living - Division of Health Promotion and Behavioral Sciences - University of Texas Health (UTHealth) Science Center, Austin Regional Campus, Austin, USA
| | - M Lopez
- Family Development & Resource Management, Texas A&M AgriLife Extension Service, College Station, USA
| | - A McIntosh
- Recreation, Park and Tourism Sciences & Sociology, Texas A&M University, College Station, USA
| | - M Ory
- Health Promotion and Community Health Sciences, Texas A&M Health Science Center School of Public Health, College Station, USA
| | - L Whittlesey
- Department of Horticultural Sciences, Texas A&M AgriLife Extension Service, College Station, USA
| | - L McKyer
- College of Education and Human Development, Transdisciplinary Center for Health Equity Research, Texas A&M University, College Station, USA
| | - A Kirk
- Family Development & Resource Management, Texas A&M AgriLife Extension Service, College Station, USA
| | - C Smith
- Michael & Susan Dell Center for Healthy Living - Division of Health Promotion and Behavioral Sciences - University of Texas Health (UTHealth) Science Center, Austin Regional Campus, Austin, USA
| | - C Walton
- Department of Horticultural Sciences, Texas A&M AgriLife Extension Service, College Station, USA
| | - N I Heredia
- Division of Behavioral Science and Health Promotion, University of Texas Health Science Center (UTHealth) School of Public Health, Houston, USA.,Center for Health Promotion and Prevention Research, University of Texas Health Science Center (UTHealth) School of Public Health, Houston, USA
| | - J Warren
- Family Development & Resource Management, Texas A&M AgriLife Extension Service, College Station, USA
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