A Canadian University "Understanding Foods" Course Improves Confidence in Food Skills and Food Safety Knowledge

Factors That Predict Food Skills in Canadian Gym Members: A National Cross-Sectional Survey

This study determined predictors of food skills in Canadian gym members. A random sample of gym members were invited to complete a validated Food Skills Questionnaire with supplementary questions. All questions/variables significantly associated (p < 0.05) and fair-to-moderately correlated (r ≥ 0.40) with Total Food Skills (TFSs) were analyzed by multiple regression. The respondents' (n = 576) mean ± SD age was 41.3 ± 14.8 years, with 67.3% females and 13.2% students. The mean TFSs score was 77.1 ± 11.9 (maximum 100). Females reported higher TFSs than males; however, this did not remain significant when nutrition-related beliefs were considered. Increasing age, taking a nutrition/cooking course, teen meal preparation, primary cook, time preparing weekend meals, believing that preparing healthy food is important, and self-reported nutritional quality of diet and nutrition knowledge were positively associated with TFSs (p < 0.05). Purchasing food/beverages from convenience stores, buying pre-prepared dinners, and being a student were negatively associated with TFSs (p < 0.05). The strongest predictors of TFSs were self-reported nutrition knowledge and nutritional quality of diet. The adjusted R2 increased by 0.30 when food-related experiences/behaviours and nutrition-related beliefs were included in the final model, which accounted for 50% of the variance in TFSs. Food experiences/behaviours and nutrition beliefs, which are associated with food skills, are potential intermediary targets for programs and/or research to improve food skills.

"My Roommates Would Laugh at me": Young Males Reveal Embarrassment over Lack of Food Skills

Purpose: This descriptive qualitative study explored young males' perceptions of food skills in 3 domains: food selection and planning, food preparation, and food safety and storage.Methods: Semi-structured interviews were audio-recorded and transcribed verbatim. Data were analyzed using the constant comparative method.Results: Forty-four young men (aged 17-35) reported varying levels of food skills, from little/no confidence to very confident and skilled. Most participants learned food skills from their mothers. Greater involvement in food selection and planning at a young age appeared to be related to parental influence and encouragement, exposure to food skills at school, and interest in food-related activities, which, in turn, provided a solid foundation for being confident cooks as young adults. Most notable was the lack of knowledge about, or confidence in, food safety and storage. Young men with low self-perceived food skills were deeply embarrassed about this deficiency in front of peers who had higher levels of confidence and skills.Conclusions: Future interventions or curricula should emphasize food safety and storage. This research also illustrates the importance of the home environment in teaching food skills to youth and ensuring that food skills are taught well before young adults begin living independently.

Using the Food Skills Questionnaire (FSQ) to Evaluate a Cooking Intervention for University Students: A Pilot Study

Purpose: To pilot test the Food Skills Questionnaire (FSQ) to evaluate a cooking intervention.Methods: Students attending Western University were invited to participate in 3 cooking classes over a 3-month period. All participants were asked to complete the FSQ pre- and post-intervention. The FSQ evaluated food skills in 3 domains-Food Selection and Planning, Food Preparation, and Food Safety and Storage-with a maximum score of 100 per domain. Domain scores were then computed as a weighted average for the Total Food Skills Score out of 100. Open-ended questions assessed participants' perceptions of the classes.Results: Forty-four students participated. There was a significant increase in food planning (70.6 ± 13.5-77.6 ± 14.3, P < 0.01), food preparation (67.5 ± 14.0-74.9 ± 12.9, P < 0.01), food safety (78.0 ± 9.9-80.8 ± 13.0, P = 0.04), and total food skills (71.9 ± 8.9-77.8 ± 10.6, P < 0.01) post-intervention. Content analysis of open-ended questions indicated that participants enjoyed healthy recipes, supportive Peer Educators, discussions, the cooking experience, socializing, and the safe environment.Conclusions: The FSQ shows strong potential for evaluating basic (e.g., peeling, chopping, slicing) to intermediate (e.g., meal planning) food skills in an effective and feasible manner. It can also capture changes in specific domains, allowing the development of more focused nutrition education and skills-based interventions.

Needs Assessment Survey for a Food Safety Education through We-Media: A Cross-Sectional Survey among Junior Students of an Education and a Medical University in Chongqing, China

Many studies on food safety cognition and practice intervention among university students exist, but only few conduct needs assessment surveys. In recent years, We-media has been applied in the field of health education and promotion, but its application in food safety intervention is limited at home and abroad. This study aimed to explore the current situation of We-media use and assess the needs for food safety information through We-media among junior students of an education and a medical university. A cross-sectional survey was conducted among junior students of an education and a medical university in Chongqing, China in 2016. A total of 1,250 education students and 1,434 medical students participated in the questionnaire survey. Findings revealed that 71.4% and 64.8% of the education and medical students were willing to accept food safety educational information by We-media, respectively. In addition, 47.6% and 48.8% of the education and medical students were willing to accept food safety information through WeChat official accounts, respectively. Among the education students, 83.8%, 63.9%, 59.6%, and 13.0% wanted to acquire food safety knowledge by picture, text, video, and voice, respectively. Of the medical students, 84.7%, 67.7%, 62.3%, and 11.9% wanted to acquire food safety knowledge by picture, text, video, and voice, respectively. Gender, school category, and whether food safety information is given attention were the influencing factors of participants' willingness to accept such information through We-media (p<0.05). This study indicated that We-media could be an appropriate intervention approach for the junior students of an education and a medical university to accept food safety intervention. WeChat was also revealed as the best platform. Pictures, text messages, and videos were observed the most popular means for students to acquire food safety knowledge.

Association between Motivational Climate, Adherence to Mediterranean Diet, and Levels of Physical Activity in Physical Education Students

Physical Education is an essential educational area to develop physical-healthy habits and motivational orientations, which are fundamental to guide the situation of future Physical Education teachers. These professionals will have a fundamental role in teaching different types of motivations, active lifestyles, and healthy habits in youths. For this reason, the objective of the study is to know the association between motivational climate, adherence to the Mediterranean Diet (MD), and the practice of physical activity in future Physical Education teachers. A cross-sectional and nonexperimental study was carried out using a single measurement within a single group. The sample consisted of 775 university students from the cities of Andalusia (Spain). Motivational climate was evaluated through the Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2), levels of physical activity were evaluated through the adolescent version of the Physical Activity Questionnaire (PAQ-A), and level of adherence to the MD was assessed through Mediterranean Diet Quality Index (KIDMED). On one hand, the healthy and self-improvement component promoted by physical activity favors an orientation focused on process and learning. Likewise, the competitive component is key to motivation focused on product and social recognition. In addition, future Physical Education teachers should pay special attention to the unequal recognition among members that physical activity can generate, in order to avoid personal disregard and social rejection. The ego climate is related to a high adherence to the MD. On the other hand, the future Physical Education teachers who manifest motivational processes based on fun and their own satisfaction have low levels of adherence to the MD.