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The Effects of Environment and Product Placement on Fruit and Candy Consumption amongst College Students
TUESDAY, OCTOBER 22
Poster Session: Wellness and Public Health Nutrition Education and School Wellness Policies: The Need for Registered Dietitians Author(s): A. McDonald1, S. McWhinney2, L. McKyer1, C. Outley1; 1Texas A&M Univ., College Station, TX, 2Prairie View A&M Univ., Prairie View, TX Learning Outcome: Participants will understand the need for trained nutrition personnel to conduct nutrition education in schools. Background: Nutrition education is an essential tool to promote healthy eating practices among children. In schools, teachers are expected to model positive health behaviors around students. Yet, studies indicate that teachers are not equipped to teach healthy food choices and model healthy eating habits. This study explored teacher's knowledge about nutrition education and identified possible solutions to increase the dissemination of nutrition education in school. Methods: Structured interviews were conducted with fourth grade teachers from seven rural elementary schools in Southeast, Texas. The discussion guide was designed to elicit participants’ knowledge on nutrition education and school-wellness policies and their perception on policy dissemination. Interviews were recorded, transcribed and the content analyzed with Atlas Ti software, coding two or more similar responses as a theme. Results: Analyses revealed limited knowledge about school-wellness policies and nutrition education among teachers. Principals knew about schoolwellness policies, while other school-personnel indicated general awareness but little specific knowledge of school-wellness policies and nutrition. Most participants suggested that dietitians need to be more involved with implementing and disseminating nutrition education in schools. Conclusion: In concluding, dietitians are the trained experts in the field of food and nutrition. Collaborating with school administrators to design training programs for teachers would be beneficial to students and teachers. Future interdisciplinary intervention programs that integrate nutrition education in the school curriculum may help reinforce students learning as it relates to food choices and health.
Fruit and Vegetable Self-Efficacy and Intake in Adolescents Author(s): E.A. Mabary, R.E. Litchfield, L. Lanningham-Foster, C. Campbell; Food Science and Human Nutrition, Iowa State Univ., Ames, IA Learning Outcome: The participant will be able to examine the relationship between adolescents’ fruit/vegetable self-efficacy and fruit/vegetable intake. Background: Only 0.9% of adolescents are meeting calorie-specific recommendations for fruit/vegetable (FV) intake. Inadequate FV consumption is associated with increased risk of chronic disease. Current research examining FV self-efficacy and FV intake is variable. Methods: The ‘Immersion in Wellness’ camp was a collaborative effort between university faculty and state 4-H program. A fun learning environment was created where youth were immersed in wellness through gardening, culinary experiences, physical activity, and nutrition education. Seventy-six youth completed surveys assessing self-efficacy, proxy-efficacy, and home food environment. ANOVA and Pearson's correlation coefficients were used to examine FV self-efficacy and consumption of FV. The level of significance of p<0.05 was set for all results. Results: Campers ranged from 9-17 years (mean age was 11.5 years) with a relatively equal distribution between male and female (43% and 57%, respectively). Neither sex nor age appeared to influence FV self-efficacy scores. A positive correlation between FV self-efficacy and both fruit (r¼ 0.25, p<0.05) and vegetable (r¼ 0.28, p<0.05) intake was observed. Children within the highest quartile of FV self-efficacy scores tended (p<0.10) to consume more FV and had a significantly greater preference for fruit (f ¼15.20, p<0.05) than those in the lowest quartile. Conclusion: Adolescents with higher FV self-efficacy were more likely to exhibit greater preference as well as consume FV more frequently. Sex and age did not significantly influence FV self-efficacy scores. Improving FV selfefficacy to increase FV consumption among youth requires further study. Funding Disclosure: Wellmark Foundation
Funding Disclosure: National Institute of Health
The Effects of Environment and Product Placement on Fruit and Candy Consumption amongst College Students Author(s): A. Ficarra, A. Essenfeld, M. Blonder, M. Tursi, S. Khan, P. Policastro; Rutgers, The State Univ. of New Jersey, New Brunswick, NJ Learning Outcome: To examine college students' consumption of fruit and candy in relation to product placement. The environment in which the purchase or consumption of food takes place often influences dietary choices. Previous studies indicate that the placement of foods in prominent locations increases their probability of being purchased and consumed due to impulsive and emotional decisions made by the consumer. A yearlong pre/post intervention study was conducted at a large public university to see if food placement had an impact on food choice amongst college students. A specific dining operation frequented by students of various race and ethnic backgrounds, between ages 18-23, was selected for analysis. Pre-intervention, this facility had a variety of high fat, high sugar items located at the cash registers where students waited in line while fruit was located in the remote corners of the facility. During the 60 day preintervention period, 205 cases of candy were ordered to accommodate the student demand (3.42 cases/day), while only 38 cases of fruit were ordered (0.63 cases/day). A 48-day intervention was then initiated where the candy at the cash registers was moved to further corners of the concession area and replaced with an assortment of fresh fruit. In this trial period, only 20 cases of candy were ordered (0.42 cases/day) while fruit orders increased to 59 cases (1.23 cases/day). This data reveals that during the 48-day intervention period there was an 88% decrease in candy consumption and a simultaneous 94% increase in fruit consumption. Therefore, this simple behavioral economic model may be used elsewhere for the improvement of healthful eating habits amongst college students.
Integrative Food-Based Science Curriculum Increases 4th Graders’ Math Knowledge Author(s): A. Roseno1, C. Hoerdemann1, V. Carraway-Stage1, J. Hovland2, S. Diaz3, M.W. Duffrin1; 1 Nutrition Science, East Carolina Univ., Greenville, NC, 2Dietetics, Marshall Univ., Huntington, WV, 3Diaz Consulting LLC, Morgantown, WV Learning Outcome: As a result of this presentation, the learner will be able to discuss the impact food-based curricula may have on increasing math knowledge among elementary aged children. Background: Research shows increasing mathematics knowledge in primary education settings can have long-term benefits in everyday life. Addressing numeracy skills in elementary education is particularly important for developing foundational knowledge to improve understanding mathematics and science in the context of healthy living. Methods: The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. The purpose of this study was to assess the effectiveness of the integrated hands-on, food-based science curriculum on 4th grade students’ mathematics skills. During the 2009-2010 school year, FoodMASTER researchers implemented a hands-on, food-based intermediate curriculum in eighteen 4th grade classrooms in Ohio (n¼9) and North Carolina (n¼9). Students completed a researcher-developed mathematics knowledge instrument, consisting of 20 multiple-choice questions administered pre- and post-test. Results: Only subjects with pre- and post-test scores were entered into the sample (Intervention n¼288; Control n¼194). No significant differences were observed between groups at pre-test. At post-test, the intervention group scored (16.633.42) significantly higher (p¼.000) than the control group (15.014.04). Discussion: These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum at increasing students’ mathematics knowledge.
Funding Disclosure: None Funding Disclosure: National Institutes of Health, Science Education Partnership Award (SEPA)
September 2013 Suppl 3—Abstracts Volume 113 Number 9
JOURNAL OF THE ACADEMY OF NUTRITION AND DIETETICS
A-73
Poster Session: Wellness and Public Health Nutrition Education and School Wellness Policies: The Need for Registered Dietitians Author(s): A. McDonald1, S. McWhinney2, L. McKyer1, C. Outley1; 1Texas A&M Univ., College Station, TX, 2Prairie View A&M Univ., Prairie View, TX Learning Outcome: Participants will understand the need for trained nutrition personnel to conduct nutrition education in schools. Background: Nutrition education is an essential tool to promote healthy eating practices among children. In schools, teachers are expected to model positive health behaviors around students. Yet, studies indicate that teachers are not equipped to teach healthy food choices and model healthy eating habits. This study explored teacher's knowledge about nutrition education and identified possible solutions to increase the dissemination of nutrition education in school. Methods: Structured interviews were conducted with fourth grade teachers from seven rural elementary schools in Southeast, Texas. The discussion guide was designed to elicit participants’ knowledge on nutrition education and school-wellness policies and their perception on policy dissemination. Interviews were recorded, transcribed and the content analyzed with Atlas Ti software, coding two or more similar responses as a theme. Results: Analyses revealed limited knowledge about school-wellness policies and nutrition education among teachers. Principals knew about schoolwellness policies, while other school-personnel indicated general awareness but little specific knowledge of school-wellness policies and nutrition. Most participants suggested that dietitians need to be more involved with implementing and disseminating nutrition education in schools. Conclusion: In concluding, dietitians are the trained experts in the field of food and nutrition. Collaborating with school administrators to design training programs for teachers would be beneficial to students and teachers. Future interdisciplinary intervention programs that integrate nutrition education in the school curriculum may help reinforce students learning as it relates to food choices and health.
Fruit and Vegetable Self-Efficacy and Intake in Adolescents Author(s): E.A. Mabary, R.E. Litchfield, L. Lanningham-Foster, C. Campbell; Food Science and Human Nutrition, Iowa State Univ., Ames, IA Learning Outcome: The participant will be able to examine the relationship between adolescents’ fruit/vegetable self-efficacy and fruit/vegetable intake. Background: Only 0.9% of adolescents are meeting calorie-specific recommendations for fruit/vegetable (FV) intake. Inadequate FV consumption is associated with increased risk of chronic disease. Current research examining FV self-efficacy and FV intake is variable. Methods: The ‘Immersion in Wellness’ camp was a collaborative effort between university faculty and state 4-H program. A fun learning environment was created where youth were immersed in wellness through gardening, culinary experiences, physical activity, and nutrition education. Seventy-six youth completed surveys assessing self-efficacy, proxy-efficacy, and home food environment. ANOVA and Pearson's correlation coefficients were used to examine FV self-efficacy and consumption of FV. The level of significance of p<0.05 was set for all results. Results: Campers ranged from 9-17 years (mean age was 11.5 years) with a relatively equal distribution between male and female (43% and 57%, respectively). Neither sex nor age appeared to influence FV self-efficacy scores. A positive correlation between FV self-efficacy and both fruit (r¼ 0.25, p<0.05) and vegetable (r¼ 0.28, p<0.05) intake was observed. Children within the highest quartile of FV self-efficacy scores tended (p<0.10) to consume more FV and had a significantly greater preference for fruit (f ¼15.20, p<0.05) than those in the lowest quartile. Conclusion: Adolescents with higher FV self-efficacy were more likely to exhibit greater preference as well as consume FV more frequently. Sex and age did not significantly influence FV self-efficacy scores. Improving FV selfefficacy to increase FV consumption among youth requires further study. Funding Disclosure: Wellmark Foundation
Funding Disclosure: National Institute of Health
The Effects of Environment and Product Placement on Fruit and Candy Consumption amongst College Students Author(s): A. Ficarra, A. Essenfeld, M. Blonder, M. Tursi, S. Khan, P. Policastro; Rutgers, The State Univ. of New Jersey, New Brunswick, NJ Learning Outcome: To examine college students' consumption of fruit and candy in relation to product placement. The environment in which the purchase or consumption of food takes place often influences dietary choices. Previous studies indicate that the placement of foods in prominent locations increases their probability of being purchased and consumed due to impulsive and emotional decisions made by the consumer. A yearlong pre/post intervention study was conducted at a large public university to see if food placement had an impact on food choice amongst college students. A specific dining operation frequented by students of various race and ethnic backgrounds, between ages 18-23, was selected for analysis. Pre-intervention, this facility had a variety of high fat, high sugar items located at the cash registers where students waited in line while fruit was located in the remote corners of the facility. During the 60 day preintervention period, 205 cases of candy were ordered to accommodate the student demand (3.42 cases/day), while only 38 cases of fruit were ordered (0.63 cases/day). A 48-day intervention was then initiated where the candy at the cash registers was moved to further corners of the concession area and replaced with an assortment of fresh fruit. In this trial period, only 20 cases of candy were ordered (0.42 cases/day) while fruit orders increased to 59 cases (1.23 cases/day). This data reveals that during the 48-day intervention period there was an 88% decrease in candy consumption and a simultaneous 94% increase in fruit consumption. Therefore, this simple behavioral economic model may be used elsewhere for the improvement of healthful eating habits amongst college students.
Integrative Food-Based Science Curriculum Increases 4th Graders’ Math Knowledge Author(s): A. Roseno1, C. Hoerdemann1, V. Carraway-Stage1, J. Hovland2, S. Diaz3, M.W. Duffrin1; 1 Nutrition Science, East Carolina Univ., Greenville, NC, 2Dietetics, Marshall Univ., Huntington, WV, 3Diaz Consulting LLC, Morgantown, WV Learning Outcome: As a result of this presentation, the learner will be able to discuss the impact food-based curricula may have on increasing math knowledge among elementary aged children. Background: Research shows increasing mathematics knowledge in primary education settings can have long-term benefits in everyday life. Addressing numeracy skills in elementary education is particularly important for developing foundational knowledge to improve understanding mathematics and science in the context of healthy living. Methods: The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. The purpose of this study was to assess the effectiveness of the integrated hands-on, food-based science curriculum on 4th grade students’ mathematics skills. During the 2009-2010 school year, FoodMASTER researchers implemented a hands-on, food-based intermediate curriculum in eighteen 4th grade classrooms in Ohio (n¼9) and North Carolina (n¼9). Students completed a researcher-developed mathematics knowledge instrument, consisting of 20 multiple-choice questions administered pre- and post-test. Results: Only subjects with pre- and post-test scores were entered into the sample (Intervention n¼288; Control n¼194). No significant differences were observed between groups at pre-test. At post-test, the intervention group scored (16.633.42) significantly higher (p¼.000) than the control group (15.014.04). Discussion: These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum at increasing students’ mathematics knowledge.
Funding Disclosure: None Funding Disclosure: National Institutes of Health, Science Education Partnership Award (SEPA)
September 2013 Suppl 3—Abstracts Volume 113 Number 9
JOURNAL OF THE ACADEMY OF NUTRITION AND DIETETICS
A-73