Evaluating the Impact of the Smart Bodies School-Based Intervention Program to Increase Fruit and Vegetable Consumption in Elementary School Students

2007 ◽  
Vol 107 (8) ◽  
pp. A89
Author(s):  
L. Silverman ◽  
D.M. Holston ◽  
G. Tuuri ◽  
M. Solmon ◽  
M. Keenan ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Intervention Program ◽  
Vegetable Consumption ◽  
Fruit And Vegetable Consumption ◽  
Fruit And Vegetable ◽  
School Students ◽  
School Based Intervention ◽  
School Based ◽  
The Impact

scholarly journals Faktor-Faktor yang Berhubungan dengan Konsumsi Sayur dan Buah pada Siswa Sekolah Dasar

2017 ◽  
Vol 10 (2) ◽  
pp. 75
Author(s):  
Mindo Lupiana ◽  
Sadiman Sadiman
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Fruits And Vegetables ◽  
Vegetable Consumption ◽  
Fruit And Vegetable Consumption ◽  
Fruit And Vegetables ◽  
Fruit And Vegetable ◽  
School Students ◽  
Cross Sectional ◽  
Factors Associated

<em>Indonesian people's fruit consumption is still relatively low compared to other countries that do not have the resources to produce fruits. <strong>Purpose:</strong> this study was to determine the factors associated with fruit and vegetable consumption in elementary school students. <strong>Method</strong><strong>s:</strong> This research method uses a cross sectional design. The research population was all students in class V totaling 123 students and the study sample was 100 students who were determined using simple random sampling. This research was conducted in Negeri 1 Rajabasa Raya Bandar Lampung City. Data processing in this study was univariate and bivariate using the chi square test. <strong>Results:</strong> The results showed that the factors associated with fruit and vegetable consumption were preference (p = 0.001), knowledge (p = 0,000) and attitude (p = 000). The unrelated variable is the availability at home (p = 0.813). <strong>Conclusion:</strong> Factors that increase consumption of fruit and vegetables in elementary school students are preference, good knowledge, and supportive attitude. Socialization needs to be done to increase knowledge about the benefits and effects of less consumption of fruit and vegetables, put up a poster media about the benefits and effects of less consumption of fruits and vegetables.</em>

scholarly journals Nutrition Campaign Knowledge and Dietary Behavior in Middle School Students

2018 ◽  
Vol 16 (2) ◽  
pp. 1-10 ◽  
Author(s):  
Sarah E. Roth ◽  
Monique Gill ◽  
Alec M. Chan-Golston ◽  
Catherine M. Crespi ◽  
Stephanie L. Albert ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Vegetable Consumption ◽  
Dietary Behavior ◽  
Fruit And Vegetable Consumption ◽  
Dietary Behaviors ◽  
Fruit And Vegetable ◽  
Cross Sectional Survey ◽  
School Students ◽  
The Impact

Background and Purpose: Federal nutrition campaigns are designed to make dietary recommendations accessible but have not been extensively evaluated. This paper explores whether knowledge of nutrition campaigns is associated with dietary behavior among young adolescents. Methods: Cross-sectional survey data were collected from 4,773 middle school students in Southern California. Hierarchical logistic regression models were used to assess the association between dietary behaviors and nutrition campaign knowledge, controlling for gender and ethnicity. Results: Knowledge of the Fruit & VeggiesMore Matters campaign was associated with increased odds of high fruit and vegetable consumption, knowledge of the MyPlate campaign was associated with neither, and both were associated with increased odds of not consuming soda. Conclusion: Overall, low percentages of students demonstrated knowledge of nutrition campaigns, and knowledge was associated with some dietary behaviors. More research is needed to examine the impact of nutrition campaigns while also accounting for other psychosocial and environmental factors that may affect soda, fruit, and vegetable consumption.

Testing the Effects of Two Field-to-Fork Programs on the Nutritional Outcomes of Elementary School Students From Diverse and Lower-Income Communities

2021 ◽  
pp. 105984052110368
Author(s):  
Kimberly R. Hartson ◽  
Kristi M. King ◽  
Carol O’Neal ◽  
Aishia A. Brown ◽  
Toluwanimi Olajuyigbe ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Vegetable Intake ◽  
Vegetable Consumption ◽  
After School ◽  
Lower Income ◽  
Farm To School ◽  
Fruit And Vegetable ◽  
School Students ◽  
School Club

The purpose of this quasi-experimental study was to evaluate the effects of two farm-to-school programs, specifically the Field-to-Fork Multi-visit Program ( N  =  264) and the Field-to-Fork After-school Club ( N  =  56), on nutritional outcomes of elementary school students (third to fifth grade) from urban, diverse, and lower-income communities. Data were collected via self-report surveys measuring: (a) knowledge of recommendations for daily fruit and vegetable intake; (b) fruit and vegetable consumption; (c) knowledge of cooking a healthy recipe using vegetables; and (d) desire for farm fresh foods at school. Statistical analyses included McNemar’s and Wilcoxon signed rank tests. The proportion of students knowing how to cook a vegetable rich recipe increased with both programs (Multi-visit Program p < .001; After-school Club p  =  .002). Vegetable consumption increased with the After-school Club ( p  =  .002). Farm-to-school programming can increase knowledge of cooking vegetable rich recipes and vegetable intake among elementary school students from diverse, urban, and lower-income communities.

Promoting Physical Activity and Fruit and Vegetable Consumption Through a Community-School Partnership: The Effects of Marathon Kids® on Low-Income Elementary School Children in Texas

2012 ◽  
Vol 9 (5) ◽  
pp. 739-753 ◽  
Author(s):  
Andrew E. Springer ◽  
Steven H. Kelder ◽  
Nalini Ranjit ◽  
Heather Hochberg-Garrett ◽  
Sherman Crow ◽  
...  
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Healthy Eating ◽  
School Children ◽  
Low Income ◽  
Elementary School Children ◽  
Vegetable Consumption ◽  
Fruit And Vegetable Consumption ◽  
Fruit And Vegetable ◽  
The Impact

Background:Marathon Kids® (MK) is a community and school-based program that promotes running, walking, and healthy eating in elementary school children. This study assessed the impact of MK on self-reported physical activity (PA), fruit and vegetable consumption (FVC), and related psycho-social factors in a sample of low-income, 4th- and 5th-grade students in Texas (n = 511). Intervention strategies included structured school running time, behavioral tracking, celebratory events, and rewards.Methods:A quasi-experimental design with 5 intervention (MK) and 3 comparison schools was employed. Students were assessed at baseline in the fall and at 3 time points during 2008 to 09. Mixed-effect regression methods were used to model pooled means, adjusting for baseline and sociodemographic variables.Results:MK students reported a higher mean time of running in past 7 days compared with non-MK students (mean = 4.38 vs. 3.83, respectively. P = .002), with a standardized effect size of 0.16. Mean times of FVC (P = .008), athletic identity self-concept (P < .001), PA outcome expectations (P = .007), and PA and FVC self-efficacy (P < .001 and P = .02, respectively) were also higher in MK students. Fewer differences in social support were observed.Conclusion:Findings provide further evidence on the importance of community and school partnerships for promoting PA and healthy eating in children.

scholarly journals The impact of a school-based gardening intervention on intentions and behaviour related to fruit and vegetable consumption in children

2015 ◽  
Vol 20 (6) ◽  
pp. 765-773 ◽  
Author(s):  
Michael J Duncan ◽  
Emma Eyre ◽  
Elizabeth Bryant ◽  
Neil Clarke ◽  
Samantha Birch ◽  
...  
Keyword(s):  
Vegetable Consumption ◽  
Fruit And Vegetable Consumption ◽  
Fruit And Vegetable ◽  
School Based ◽  
The Impact

scholarly journals The Impact of a School-Based Educational Intervention on Safe Road Crossing in Elementary School Students

2020 ◽  
Vol 19 (2) ◽  
pp. 167-175
Author(s):  
Marziye Tolide ◽  
Abbasali Dehghani Tafti ◽  
Zohreh Rahaei ◽  
سارا جام سنگ ◽  
Kumars Eisapareh ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Educational Intervention ◽  
School Students ◽  
School Based ◽  
The Impact ◽  
Road Crossing ◽  
Safe Road

Development of a school‐based intervention to promote fruit and vegetable consumption

2006 ◽  
Vol 106 (5) ◽  
pp. 345-356 ◽  
Author(s):  
Evelien Reinaerts ◽  
Jascha de Nooijer ◽  
Angélique van de Kar ◽  
Nanne de Vries
Keyword(s):  
Vegetable Consumption ◽  
Fruit And Vegetable Consumption ◽  
Fruit And Vegetable ◽  
School Based Intervention ◽  
School Based

scholarly journals Mindfulness and Executive Functions: Making the Case for Elementary School Practice

2020 ◽  
Vol 10 (1) ◽  
pp. 544-553 ◽  
Author(s):  
Anne Ritter ◽  
Isabel Alvarez
Keyword(s):  
Elementary School ◽  
Executive Functions ◽  
Elementary School Students ◽  
Intervention Program ◽  
Fifth Grade ◽  
School Students ◽  
School Based ◽  
Student Questionnaire ◽  
School Mindfulness ◽  
The Mind

This study explores the use of mindfulness school-based intervention program in an elementary school. Mindfulness training is an accepted and effective didactic approach to improve the executive functions (EFs) of elementary school students. This study aimed to evaluate the effects of the Mind Yeti program on the executive functions of elementary school students. A diverse sample of third, fourth, and fifth grade elementary school students (n = 177) participated in their natural classroom setting, with six sessions per week for six weeks. Students self-reported their EFs on the Executive Function Student Questionnaire (EFSQ) pre- and posttest. Paired-sample t-tests indicated that students significantly improved on the three of the six EFs examined. Additionally, students in fifth grade responded better to Mind Yeti than students in third grade. Results were consistent with the hypothesis, suggesting that Mind Yeti is an appropriate and effective intervention for improving the EFs of students.

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