- Email: [email protected]
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Journal of Nutrition Education and Behavior ● Volume 39, Number 4, July/August 2007 Supplement
P73 (continued) [email protected]; Ann Diker, MS, RD, Metro State College of Denver, Department of Health Professions, Denver, CO 80217, [email protected]; Susan Baker, EdD, Colorado State University The release of Dietary Guidelines for Americans 2005 and development of MyPyramid rendered nutrition education materials based on previous guidelines out-of-date. Thus, educational materials for community nutrition programs such as the Expanded Food and Nutrition Education Program (EFNEP) needed to be revised or replaced, a process that also provided an opportunity to reassess curricula currently in use. The purpose of this project was to conduct an in-depth review of curricula from multiple states, either currently under revision or recently developed, for possible future use with adult EFNEP audiences. Seven curricula from seven different states were selected for review. Ten nutrition professionals representing various regions of the nation with expertise in nutrition education for limitedresource audiences served as reviewers of the curricula. Two review tools were developed and validated by project investigators for use by reviewers to assess the curricula for content, readability, and design. The peer-review process served as an effective method for identifying the appropriateness and accuracy of curricula for a specific target audience. Curricula are typically written by subject-matter experts, therefore, the content was found to be consistently accurate. However, many of the curricula reviewed could have been improved by deliberate efforts to incorporate additional adult learning principles. The processes and tools used in this peer-review proved effective and may be used by other professionals to identify appropriate curricula for use in nutrition education programs. Comparisons of each reviewed curricula, along with the review tools are available for examination and use by interested parties.
P74 School Based Youth “Healthy Day” Program Janice R. Hermann, PhD, RD/LD, Nutritional Sciences, Oklahoma State University, Stillwater, OK 74074, [email protected]; Amanda L. Smith, BS, Oklahoma Cooperative Extension Service, 908 South College, Tahlequah, OK 74464, [email protected]; Joshua A. Phelps, MS, Nutritional Sciences, Oklahoma State University, [email protected]; Stephany P. Parker, PhD, Nutritional Sciences, Oklahoma State University, [email protected]; Barbara J. Brown, PhD, RD/ LD, Nutritional Sciences, Oklahoma State University, [email protected] Based on participatory action research methods, Oklahoma Cooperative Extension Service collaborated in a “Health Day” program offered one day a week in a rural school with
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the physical education teacher in physical education class. The “Health Day” program consisted of a weekly fifteen minute health lesson, including nutrition and physical activity, and circuit training as an alternative physical activity for youth not participating in competitive sports. Circuit training provides combined cardiovascular, strength and flexibility training without requiring a high skill level. A personal goal setting program was also developed to support the “Health Day” program where youth set personal nutrition and physical activity goals and kept journals to self evaluate progress towards their goals. Significant (pⱕ0.05) improvements were observed for 4th and 5th grade youth (n⫽72) who participated in the “Health Day” program for two years in average President’s Council on Physical Fitness and Sports testing fitness measures compared to 4th and 5th grade youth (n⫽66) at baseline prior to beginning the “Health Day” program. In addition, although not significant, the average BMI for 4th and 5th grade youth who participated in the “Health Day” program for two years was 2 BMI units lower compared to 4th and 5th grade youth at baseline prior to beginning the “Healthy Day” program.
P75 Short-term Impact of a Motivational Nutrition Education Session on Intent to Purchase Fruits and Vegetables Tina F. Dugdale, MS, RD, RN, Department of Allied Health Sciences, University of Connecticut, 358 Mansfield Road, Box U-101, Storrs, CT 06269, [email protected]; John D. Frassinelli, MS, RD, Department of Public Health, State of Connecticut, Hartford, CT, [email protected]; Valerie B. Duffy, PhD, RD, Department of Allied Health Sciences, [email protected] Economics and uncertain preparation techniques are barriers to consuming fruits/vegetables (f/v). Through collaborations with a family-oriented commercial radio station, a 1-hour interactive program, based on “Put a Rainbow on Your Plate,” was developed to address these barriers. A character chef delivered the program in English and Spanish with scripted nutrition, purchasing, and preparation tips segmented into five f/v color groups. Programming, punctuated by bursts of exercise set to music and led by the Captain 5 A Day superhero, was delivered at preschool centers to 329 food stamp eligible adults and 425 children. Before the program, participants reported the frequency of consuming f/v. During the program, adults were instructed to complete a bi-lingual survey, color-coded to the f/v segment, with questions on f/v preference, knowledge acquired, and motivation to purchase. The program impact was also evaluated through qualitative interviews with preschool center administrators. From 181 completed surveys, f/v consumption averaged between 1 and 2 servings/day. Continued on page S134
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Poster Abstracts
P75 (continued) The average number of preferred f/v within each color group was less than half. Over half gave correct responses to questions concerning economical f/v purchasing (52%) and selection (74%). Nearly all reported learning a new way to prepare vegetables; 60% reported increased desire to purchase f/v. Center administrators reported the program complimented school-based initiatives to improve dietary and physical activity behaviors of families. These results suggest a single, motivational program raises awareness to improve desire to purchase f/v among those who are low consumers of these nutritious foods. (USDA Food Stamp Nutrition Education Program funded).
P76 Food Power Ann Cohen, MS, RD, LD, University of Missouri, Department of Nutritional Sciences, College of Human Environmental Sciences, 1205 University Place, Suite 300, Columbia, MO 65211, [email protected] Food Power is a program that brings food and physical activity together in a fun and exciting way. Through Food Power Classroom Activities, Food Power Adventure and Food Power Digest, elementary-school students learn the importance of healthy food choices and regular physical activity. As students travel through the adventure “a 50 x 50” walk-through exhibit, they learn where the food they eat comes from and how it gives them energy to grow and play. At each of the eight station in Food Power Adventure, a volunteer presenter engages the students in a fiveminute activity that teaches and reinforces healthy behaviors and choices. Teachers use Classroom Activities to prepare students for the adventure and follow-up the learning after the experience. The Food Power Digest brings the information learned in Food Power home to the family. Food Power is operated by University of Missouri Extension in cooperation with the Department of Nutritional Sciences, College of Human Environmental Sciences. It adds unique activity-based experiences to the University of Missouri Family Nutrition Education Programs.
P77 Evaluation of the Healthy Weights for Healthy Kids Curriculum for Youth Gregory Imbur, PhD, University of Wisconsin, Platteville, 140 D Doudna Hall, 1 University Plaza, Platteville, WI 53818, [email protected]; Elena Serrano, PhD, Human Nutrition, Foods, & Exercise, Virginia Polytechnic Institute & State University, Blacksburg, VA 24061, [email protected] “In 2003, the Healthy Weights for Healthy Kids curriculum was developed by Virginia Cooperative Extension to address growing concerns about childhood overweight. Based on the
Experiential Learning Model and driven by key topics related to preventing overweight, the curriculum contains six lessons, each with a menu of activities based on interest of educators/ teachers and students and location of class: Smart Foods (MyPyramid); Smart Choices (portion sizes); Smart Snacks (healthy snacks); Smart Drinks (healthy drink options); Smart Activities (physical activity); and Smart Image (positive selfesteem and body image). The purpose of this study was to evaluate changes in knowledge and attitudes of fourth and fifth graders after participating in six lessons from the curriculum. Pre- and post-tests, using a combination of tested evaluation instruments, were conducted with 311 students in a Central Virginia city. Audio recordings of class discussions, and individual interviews (when available), including students’ perceptions of the lessons, the instruments, and their overall experiences were also completed. Results showed statistically significant increases in knowledge, attitude, and behavior scores for most students. Improvements in health attitudes and behaviors were modest compared to knowledge, however. The discussions and interviews supported findings from the questionnaires, indicating that the youth did increase awareness. Experiential-based lessons were found to be useful for delivering lessons in nutrition, physical activity, and body image, but concrete questions are warranted for the final two stages of the model. The findings highlight that greater social effort and environmental changes are needed to fully impact childhood overweight rates.”
P78 Promoting Vegetable Consumption: Lessons Learned from WIC Moms and Counselors Matthew L’Italien, MS, RD; Jigna Dharod, PhD, University of Southern Maine; Edmund S. Muskie, School of Public Service, 205 Water Street, Augusta, ME 04330 The ‘Veggies for Me!’ program was designed to promote vegetable consumption among WIC participants and their families by addressing barriers identified from a needs assessment survey. The survey identified cost, limited preparation skills, inability to manage family likes/dislikes, and low familiarity with a variety of vegetables as major barriers to vegetable consumption. The program was delivered by three WIC agencies (two rural, one urban) to 320 participants. During a one-year program, four topics were addressed quarterly: 1) Food resource management; 2) Vegetable cooking and preparation techniques; 3) Feeding relationships and; 4) Exploring seasonality and variety in vegetables. Direct counseling by WIC counselors at regular WIC visits, handouts, and mailings were the program’s main delivery channels. Program evaluation was conducted by quantitative and qualitative methods. Quantitative evaluation was carried out to compare pre/post participant Continued on page S135
P73 (continued) [email protected]; Ann Diker, MS, RD, Metro State College of Denver, Department of Health Professions, Denver, CO 80217, [email protected]; Susan Baker, EdD, Colorado State University The release of Dietary Guidelines for Americans 2005 and development of MyPyramid rendered nutrition education materials based on previous guidelines out-of-date. Thus, educational materials for community nutrition programs such as the Expanded Food and Nutrition Education Program (EFNEP) needed to be revised or replaced, a process that also provided an opportunity to reassess curricula currently in use. The purpose of this project was to conduct an in-depth review of curricula from multiple states, either currently under revision or recently developed, for possible future use with adult EFNEP audiences. Seven curricula from seven different states were selected for review. Ten nutrition professionals representing various regions of the nation with expertise in nutrition education for limitedresource audiences served as reviewers of the curricula. Two review tools were developed and validated by project investigators for use by reviewers to assess the curricula for content, readability, and design. The peer-review process served as an effective method for identifying the appropriateness and accuracy of curricula for a specific target audience. Curricula are typically written by subject-matter experts, therefore, the content was found to be consistently accurate. However, many of the curricula reviewed could have been improved by deliberate efforts to incorporate additional adult learning principles. The processes and tools used in this peer-review proved effective and may be used by other professionals to identify appropriate curricula for use in nutrition education programs. Comparisons of each reviewed curricula, along with the review tools are available for examination and use by interested parties.
P74 School Based Youth “Healthy Day” Program Janice R. Hermann, PhD, RD/LD, Nutritional Sciences, Oklahoma State University, Stillwater, OK 74074, [email protected]; Amanda L. Smith, BS, Oklahoma Cooperative Extension Service, 908 South College, Tahlequah, OK 74464, [email protected]; Joshua A. Phelps, MS, Nutritional Sciences, Oklahoma State University, [email protected]; Stephany P. Parker, PhD, Nutritional Sciences, Oklahoma State University, [email protected]; Barbara J. Brown, PhD, RD/ LD, Nutritional Sciences, Oklahoma State University, [email protected] Based on participatory action research methods, Oklahoma Cooperative Extension Service collaborated in a “Health Day” program offered one day a week in a rural school with
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the physical education teacher in physical education class. The “Health Day” program consisted of a weekly fifteen minute health lesson, including nutrition and physical activity, and circuit training as an alternative physical activity for youth not participating in competitive sports. Circuit training provides combined cardiovascular, strength and flexibility training without requiring a high skill level. A personal goal setting program was also developed to support the “Health Day” program where youth set personal nutrition and physical activity goals and kept journals to self evaluate progress towards their goals. Significant (pⱕ0.05) improvements were observed for 4th and 5th grade youth (n⫽72) who participated in the “Health Day” program for two years in average President’s Council on Physical Fitness and Sports testing fitness measures compared to 4th and 5th grade youth (n⫽66) at baseline prior to beginning the “Health Day” program. In addition, although not significant, the average BMI for 4th and 5th grade youth who participated in the “Health Day” program for two years was 2 BMI units lower compared to 4th and 5th grade youth at baseline prior to beginning the “Healthy Day” program.
P75 Short-term Impact of a Motivational Nutrition Education Session on Intent to Purchase Fruits and Vegetables Tina F. Dugdale, MS, RD, RN, Department of Allied Health Sciences, University of Connecticut, 358 Mansfield Road, Box U-101, Storrs, CT 06269, [email protected]; John D. Frassinelli, MS, RD, Department of Public Health, State of Connecticut, Hartford, CT, [email protected]; Valerie B. Duffy, PhD, RD, Department of Allied Health Sciences, [email protected] Economics and uncertain preparation techniques are barriers to consuming fruits/vegetables (f/v). Through collaborations with a family-oriented commercial radio station, a 1-hour interactive program, based on “Put a Rainbow on Your Plate,” was developed to address these barriers. A character chef delivered the program in English and Spanish with scripted nutrition, purchasing, and preparation tips segmented into five f/v color groups. Programming, punctuated by bursts of exercise set to music and led by the Captain 5 A Day superhero, was delivered at preschool centers to 329 food stamp eligible adults and 425 children. Before the program, participants reported the frequency of consuming f/v. During the program, adults were instructed to complete a bi-lingual survey, color-coded to the f/v segment, with questions on f/v preference, knowledge acquired, and motivation to purchase. The program impact was also evaluated through qualitative interviews with preschool center administrators. From 181 completed surveys, f/v consumption averaged between 1 and 2 servings/day. Continued on page S134
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Poster Abstracts
P75 (continued) The average number of preferred f/v within each color group was less than half. Over half gave correct responses to questions concerning economical f/v purchasing (52%) and selection (74%). Nearly all reported learning a new way to prepare vegetables; 60% reported increased desire to purchase f/v. Center administrators reported the program complimented school-based initiatives to improve dietary and physical activity behaviors of families. These results suggest a single, motivational program raises awareness to improve desire to purchase f/v among those who are low consumers of these nutritious foods. (USDA Food Stamp Nutrition Education Program funded).
P76 Food Power Ann Cohen, MS, RD, LD, University of Missouri, Department of Nutritional Sciences, College of Human Environmental Sciences, 1205 University Place, Suite 300, Columbia, MO 65211, [email protected] Food Power is a program that brings food and physical activity together in a fun and exciting way. Through Food Power Classroom Activities, Food Power Adventure and Food Power Digest, elementary-school students learn the importance of healthy food choices and regular physical activity. As students travel through the adventure “a 50 x 50” walk-through exhibit, they learn where the food they eat comes from and how it gives them energy to grow and play. At each of the eight station in Food Power Adventure, a volunteer presenter engages the students in a fiveminute activity that teaches and reinforces healthy behaviors and choices. Teachers use Classroom Activities to prepare students for the adventure and follow-up the learning after the experience. The Food Power Digest brings the information learned in Food Power home to the family. Food Power is operated by University of Missouri Extension in cooperation with the Department of Nutritional Sciences, College of Human Environmental Sciences. It adds unique activity-based experiences to the University of Missouri Family Nutrition Education Programs.
P77 Evaluation of the Healthy Weights for Healthy Kids Curriculum for Youth Gregory Imbur, PhD, University of Wisconsin, Platteville, 140 D Doudna Hall, 1 University Plaza, Platteville, WI 53818, [email protected]; Elena Serrano, PhD, Human Nutrition, Foods, & Exercise, Virginia Polytechnic Institute & State University, Blacksburg, VA 24061, [email protected] “In 2003, the Healthy Weights for Healthy Kids curriculum was developed by Virginia Cooperative Extension to address growing concerns about childhood overweight. Based on the
Experiential Learning Model and driven by key topics related to preventing overweight, the curriculum contains six lessons, each with a menu of activities based on interest of educators/ teachers and students and location of class: Smart Foods (MyPyramid); Smart Choices (portion sizes); Smart Snacks (healthy snacks); Smart Drinks (healthy drink options); Smart Activities (physical activity); and Smart Image (positive selfesteem and body image). The purpose of this study was to evaluate changes in knowledge and attitudes of fourth and fifth graders after participating in six lessons from the curriculum. Pre- and post-tests, using a combination of tested evaluation instruments, were conducted with 311 students in a Central Virginia city. Audio recordings of class discussions, and individual interviews (when available), including students’ perceptions of the lessons, the instruments, and their overall experiences were also completed. Results showed statistically significant increases in knowledge, attitude, and behavior scores for most students. Improvements in health attitudes and behaviors were modest compared to knowledge, however. The discussions and interviews supported findings from the questionnaires, indicating that the youth did increase awareness. Experiential-based lessons were found to be useful for delivering lessons in nutrition, physical activity, and body image, but concrete questions are warranted for the final two stages of the model. The findings highlight that greater social effort and environmental changes are needed to fully impact childhood overweight rates.”
P78 Promoting Vegetable Consumption: Lessons Learned from WIC Moms and Counselors Matthew L’Italien, MS, RD; Jigna Dharod, PhD, University of Southern Maine; Edmund S. Muskie, School of Public Service, 205 Water Street, Augusta, ME 04330 The ‘Veggies for Me!’ program was designed to promote vegetable consumption among WIC participants and their families by addressing barriers identified from a needs assessment survey. The survey identified cost, limited preparation skills, inability to manage family likes/dislikes, and low familiarity with a variety of vegetables as major barriers to vegetable consumption. The program was delivered by three WIC agencies (two rural, one urban) to 320 participants. During a one-year program, four topics were addressed quarterly: 1) Food resource management; 2) Vegetable cooking and preparation techniques; 3) Feeding relationships and; 4) Exploring seasonality and variety in vegetables. Direct counseling by WIC counselors at regular WIC visits, handouts, and mailings were the program’s main delivery channels. Program evaluation was conducted by quantitative and qualitative methods. Quantitative evaluation was carried out to compare pre/post participant Continued on page S135