Small Prizes Improve Food Selection in a School Cafeteria Without Increasing Waste

2016 ◽  
Vol 56 (2) ◽  
pp. 123-126 ◽  
Author(s):  
Michelle E. Hudgens ◽  
Allison S. Barnes ◽  
Mary Kate Lockhart ◽  
Samantha C. Ellsworth ◽  
Monna Beckford ◽  
...  
Keyword(s):  
Elementary School ◽  
Inner City ◽  
Food Waste ◽  
Food Selection ◽  
Fruit And Vegetable ◽  
Preferred Foods ◽  
Cash Register ◽  
Significant Change ◽  
Healthful Food ◽  
School Cafeteria

We recently demonstrated that small prizes given for a “Power Plate” (plain fat-free milk, entrée, fruit and vegetable) can be used in an elementary school cafeteria to increase healthful food selection by over 300%. The purpose of this study was to measure changes in food waste when the Power Plate (PP) program is implemented. The PP intervention was conducted at an inner-city elementary school. Emoticons were placed next to the preferred foods and children were given a small prize if they selected the PP. Data were obtained by observation and cash register receipts. The trays of 111 students before the intervention and 96 after were examined for content and waste. PP selection increased from 2% to 73% ( P < .001). There was no significant change in waste. We conclude that small prizes as an incentive for better food selection does not lead to an increase food waste.

Small prizes increase healthful food selection in a school cafeteria

Appetite ◽  
2015 ◽  
Vol 89 ◽  
pp. 305 ◽  
Author(s):  
R. Siegel ◽  
M. Hudgens ◽  
K. Simmons ◽  
D. Denno ◽  
I. Bell ◽  
...  
Keyword(s):  
Food Selection ◽  
Healthful Food ◽  
School Cafeteria

Small prizes increased healthful school lunch selection in a Midwestern school district

2016 ◽  
Vol 41 (4) ◽  
pp. 370-374 ◽  
Author(s):  
Robert Siegel ◽  
Mary Kate Lockhart ◽  
Allison S. Barnes ◽  
Elizabeth Hiller ◽  
Roger Kipp ◽  
...  
Keyword(s):  
Elementary School ◽  
School District ◽  
Food Selection ◽  
The United States ◽  
United States Department ◽  
Intervention Period ◽  
Small School District ◽  
Combining Data ◽  
American Children ◽  
Healthful Food

As obesity has become a pressing health issue for American children, greater attention has been focused on how schools can be used to improve how students eat. Previously, we piloted the use of small prizes in an elementary school cafeteria to improve healthful food selection. We hoped to increase healthful food selection in all the elementary schools of a small school district participating in the United States Department of Agriculture Lunch Program by offering prizes to children who selected a Power Plate (PP), which consisted of an entrée with whole grains, a fruit, a vegetable, and plain low-fat milk. In this study, the PP program was introduced to 3 schools sequentially over an academic year. During the kickoff week, green, smiley-faced emoticons were placed by preferred foods, and children were given a prize daily if they chose a PP on that day. After the first week, students were given a sticker or temporary tattoo 2 days a week if they selected a PP. Combining data from the 3 schools in the program, students increased PP selection from 4.5% at baseline to 49.4% (p < 0.0001) during an intervention period of 2.5 school weeks. The school with the longest intervention period, 6 months, showed a PP selection increase of from 3.9% to 26.4% (p < 0.0001). In conclusion, giving small prizes as rewards dramatically improves short-term healthful food selection in elementary school children.

Examining Elementary School Children’s Knowledge about Food and Nutrition in Southwestern Ontario, Canada

2022 ◽  
pp. 1-9
Author(s):  
Paige Colley ◽  
Jamie A. Seabrook ◽  
Sarah J. Woodruff ◽  
Jason Gilliland
Keyword(s):  
Elementary School ◽  
Family Income ◽  
Vegetable Consumption ◽  
Food Selection ◽  
Poor Performance ◽  
Knowledge Score ◽  
Sociodemographic Factors ◽  
Student Survey ◽  
Total Knowledge Score ◽  
Food And Nutrition

Purpose: Knowledge is fundamental to helping children make nutritional choices that support lifelong healthy behaviours. This study (i) investigates elementary school children’s knowledge about food and nutrition and (ii) identifies sociodemographic factors influencing children’s reported knowledge. Methods: In 2017–2019, a survey was administered to 2443 students (grades 5–8) at 60 schools across southwestern Ontario, Canada, and a parent survey was used to validate self-reported sociodemographics. Multiple regression was used to analyse children’s knowledge scores and related sociodemographic factors. A total knowledge score was calculated by summing correct responses derived from 46 individual questions in the student survey. Results: Mean total knowledge score was 29.2 out of a possible 46 points (63.5% correct). Students demonstrated some knowledge and awareness of strategies to encourage fruit and vegetable consumption, healthy food selection, nutrition, and food preparation skills, although knowledge of food guide recommendations and locally sourced produce were limited. Female sex, family income, and rurality were associated with higher knowledge scores. Conclusions: Results provide insight regarding strengths and gaps in elementary-school children’s food and nutrition knowledge. Poor performance of students on specific food guide-related questions suggests that the general guidance of the 2019 Canada’s Food Guide might be better understood by children and adolescents.

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