Achieving a Reduction in Weight Stigma by Providing a Holistic Education Intervention Targeting Nutrition Knowledge and Bias

2021 ◽  
pp. 189-202
Author(s):  
Thea Werkhoven
Keyword(s):  
Holistic Education ◽  
Nutrition Knowledge ◽  
Weight Stigma ◽  
Education Intervention

scholarly journals A Theory-informed Nutrition Education Intervention Promotes Fruit and Vegetable Consumption Related Behavior Factors Among Elementary School Children (P16-045-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Sanjoy Saha ◽  
Wilna Oldewage-Theron
Keyword(s):  
Elementary Schools ◽  
Nutrition Education ◽  
Self Efficacy ◽  
Cognitive Theory ◽  
Vegetable Consumption ◽  
Dietary Behavior ◽  
Nutrition Knowledge ◽  
Rank Test ◽  
Education Intervention ◽  
Fruit And Vegetable

Abstract Objectives To assess the effectiveness of a behavior-specific nutrition education intervention (NEI) to promote dietary behavior factors related to fruit and vegetable (F&V) consumption. Methods A pre-post design was used. The developed and implemented six-week NEI curriculum was informed by the social cognitive theory and comprised of class-based nutrition education (25 minutes once a week), and cooking demonstrations (20 minutes once a week) for children, and weekly nutrition handout for parents. Applying purposive sampling, 115 children (in grade 3rd -5th) were recruited from four elementary schools (where at least 40% of children were eligible to obtain free lunch) in the South Plains of Texas. Assessments included nutrition knowledge, F&V preference, F&V consumption and cooking self-efficacy questionnaires during pre- and post-intervention surveys. Wilcoxon signed-rank test was used with level of significance at <0.05. Results Preliminary results show that the study variables (gender, grade, nutritional status, nutrition knowledge, F&V preference, self-efficacy of F&V consumption, and cooking) did not differ significantly during the pre-intervention survey, except for ethnicity (P < 0.001) among the participated elementary schools. Nutrition knowledge score (change mean score 7.61 ± 3.70), F&V preference (change mean score 5.63 ± 10.84), F&V consumption self-efficacy (change mean score 2.16 ± 3.05), and cooking self-efficacy (change mean score 5.34 ± 7.08) improved significantly (P < 0.05) after the intervention. There was no significant school variation in the changes of study parameters after the intervention. Conclusions Theory-informed and behavior-specific NEI may improve the children's knowledge and F&V preference and dietary behavior related to F&V consumption and cooking self-efficacy. Future research is needed to evaluate the retention of the nutrition knowledge and F&V consumption related behavior factors. Funding Sources Texas Tech University.

Effects of a nutrition education intervention on fruit and vegetable consumption-related dietary behavioural factors among elementary school children

2020 ◽  
Vol 79 (8) ◽  
pp. 963-973
Author(s):  
Sanjoy Saha ◽  
John Dawson ◽  
Mary Murimi ◽  
Sara Dodd ◽  
Wilna Oldewage-Theron
Keyword(s):  
Elementary Schools ◽  
Title I ◽  
Nutrition Education ◽  
Self Efficacy ◽  
Nutrition Knowledge ◽  
Education Intervention ◽  
Fruit And Vegetable ◽  
School Based ◽  
Title I Elementary Schools ◽  
5Th Grade

Objective: To increase nutrition knowledge, fruit and vegetable preference, eating and cooking self-efficacy among 3rd- to 5th-grade students after a 6-week school-based nutrition education intervention. Design: Quasi-experimental pre–post design. Setting: Title I elementary schools, South Plains, West Texas. Method: A nutrition education curriculum informed by social cognitive theory was developed and implemented in four Title I elementary schools. A total of 115 children from 3rd to 5th grade (age range: 8–11 years) participated and completed both baseline and post-intervention surveys. The intervention included class-based nutrition education for 25 minutes, and a cooking and tasting session for 20 minutes each week. Nutrition handouts on fruit and vegetable were sent to parents. Face-to-face survey questionnaires were administered on nutrition knowledge, fruit and vegetable preference, fruit and vegetable eating and cooking self-efficacy during pre- and post-surveys. Changes in mean score of nutrition knowledge, fruit and vegetable preference, fruit and vegetable eating and cooking self-efficacy were analysed using paired t-tests. Results: Participants showed significant improvements in nutrition knowledge, fruit and vegetable preference, eating and cooking self-efficacy after the intervention. Conclusion: Study results suggest that a brief 6-week multi-component and school-based nutrition education intervention had the potential to engage students and create health-promoting behaviours.

scholarly journals Community-based educational intervention improved the diversity of complementary diets in western Kenya: results from a randomized controlled trial

2015 ◽  
Vol 18 (18) ◽  
pp. 3406-3419 ◽  
Author(s):  
Lydiah M Waswa ◽  
Irmgard Jordan ◽  
Johannes Herrmann ◽  
Michael B Krawinkel ◽  
Gudrun B Keding
Keyword(s):  
Nutrition Education ◽  
Educational Intervention ◽  
Treatment Effect ◽  
Rural Areas ◽  
Dietary Diversity ◽  
Intervention Group ◽  
Nutrition Knowledge ◽  
Control Group ◽  
Education Intervention ◽  
Western Kenya

AbstractObjectiveLack of diversity is a major factor contributing to inadequate nutrient intakes among children during the complementary feeding period in many rural areas in developing countries. This has been attributed to inadequate feeding practices and nutrition knowledge among their caregivers. The aim of the present study was to assess the effect of an educational intervention on children’s dietary diversity and nutrition knowledge of caregivers.DesignCluster randomization was applied and twenty matched village pairs were randomly assigned to the intervention or control group. The nutrition education intervention consisted of four sessions comprising of group trainings and cooking demonstrations that were conducted over a period of 5 months.SettingHouseholds in rural communities in Bondo and Teso South sub-counties, western Kenya.SubjectsCaregivers with children aged 6–17 months receiving nutrition education.ResultsThe children’s dietary diversity scores (CDDS) and nutrition knowledge scores of the caregivers improved significantly in the intervention group at endline. The treatment effect on CDDS was positive and significant (P=0·001). The CDDS rate of the children in the intervention group was 27 % larger than it would have been without the treatment effect. The intervention also had a significant effect on the caregivers’ nutrition knowledge scores (incidence rate ratio=2·05; P<0·001). However, the nutrition knowledge of the caregivers did not have a significant effect on CDDS (P=0·731).ConclusionsThe nutrition education intervention led to improvements in children’s dietary diversity and nutrition knowledge of the caregivers.

scholarly journals The Effects of a Nutrition Education Intervention on Sports Nutrition Knowledge during a Competitive Season in Highly Trained Adolescent Swimmers

Nutrients ◽  
2021 ◽  
Vol 13 (8) ◽  
pp. 2713
Author(s):  
Weelun Foo ◽  
Mark A. Faghy ◽  
Andy Sparks ◽  
Josh W. Newbury ◽  
Lewis A. Gough
Keyword(s):  
Nutrition Education ◽  
Knowledge Score ◽  
Nutrition Knowledge ◽  
Sports Nutrition ◽  
Education Intervention ◽  
Post Intervention ◽  
Competitive Swimming ◽  
Individual Basis ◽  
Competitive Season ◽  
The Mean

The aim of this study was to evaluate the effects of a seven-week nutrition education intervention on the sports nutrition knowledge (SNK) of highly trained UK adolescent swimmers. Fifteen national and international adolescent swimmers (males = 5; females = 10, 15.5 ± 1.1 years, 170.2 ± 7.5 cm, 60.3 ± 5.7 kg) participated in the study during seven consecutive weeks of the competitive swimming season. The participants received 30 min of nutrition education once per week in a classroom-based setting after they had completed their regular swim training. An undergraduate sports nutrition student delivered all nutrition education sessions and SNK questionnaires were administered to the participants pre- and post-intervention. The mean total SNK score improved by 8.3% (SD = 8.4%, 95% CI = 4.1–12.6; p = 0.006; ES = 1.0) following the nutrition education sessions. On an individual basis, ten swimmers significantly improved their total SNK score, whereas four swimmers did not improve, and one swimmer performed significantly worse after the intervention. Moreover, the swimmers’ knowledge of hydration improved by 22.2% (SD = 20.6%, 95% CI = 11.8–32.6, p = 0.004, ES = 1.1) over the seven-week timeframe, which was the only nutrition topic to have a significantly increased knowledge score. The current study therefore suggests that a nutrition education intervention can positively influence the SNK of highly trained adolescent swimmers.

Brief Education Intervention Increases Nutrition Knowledge and Confidence of Coaches of Junior Australian Football Teams

2018 ◽  
Vol 28 (3) ◽  
pp. 259-265 ◽  
Author(s):  
Regina Belski ◽  
Alex Donaldson ◽  
Kiera Staley ◽  
Anne Skiadopoulos ◽  
Erica Randle ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Nutrition Knowledge ◽  
Education Intervention ◽  
Education Session ◽  
Young Athletes ◽  
Coach Education ◽  
Australian Football ◽  
Nutrition And Hydration ◽  
High Level ◽  
The Impact

This study evaluated the impact of a brief (20-min) nutrition education intervention embedded in an existing mandatory coach education course for coaches of junior (8–12 years old) Australian football teams. A total of 284 coaches (68% of 415 coaching course participants) completed a presession questionnaire, and 110 coaches (27% of coaching course participants) completed an identical postsession questionnaire. The responses to the pre- and postsession surveys were matched for 78 coaches. Coaches’ ratings of their own understanding of the nutritional needs of young athletes (6.81, 8.95; p < .001), the importance of young athletes adhering to a healthy diet (9.09, 9.67; p = .001), their confidence in their own nutrition knowledge (7.24, 8.64; p < .001), and their confidence in advising young athletes on nutrition and hydration practices (6.85, 8.62; p < .001), all significantly improved following the education session. Nearly all coaches (>95%) provided a correct response to six of the 15 nutrition and hydration knowledge questions included in the presession questionnaire. Even with this high level of presession knowledge, there was a significant improvement in the coaches’ nutrition and hydration knowledge after the education session across five of the 15 items, compared with before the education session. The results of this study suggest that a simple, short nutrition education intervention, embedded in an existing coach education course, can positively influence the nutrition knowledge and self-efficacy of community-level, volunteer coaches of junior sports participants.

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