Distributing Free Fresh Fruit and Vegetables at School: Results of a Pilot Outcome Evaluation (original) (raw)
Related papers
Journal of Nutrition Education and Behavior, 2012
Objective: To assess the impact of a multicomponent nutrition education program on student knowledge, attitudes, and behaviors related to consumption of fruits and vegetables (FVs). Design: Quasi-experimental pretest/posttest research design; 3 study conditions (Interventionþ, Intervention, Comparison). Setting: Six schools from the Los Angeles Unified School District (LAUSD). Participants: Three hundred ninety-nine low-income third-, fourth-, and fifth-grade students. Intervention: The Interventionþ condition included 4 components: traditional Network-LAUSD program, new standardized nutrition curriculum, teacher training workshops, and parent nutrition education workshops. The Intervention condition included 2 components: traditional Network-LAUSD program and teacher training workshops. Main Outcome Measures: Fruit and vegetable consumption, knowledge of food groups, attitudes and beliefs toward FVs, and parent/teacher influence on students' attitudes toward FVs. Analysis: Linear mixed models. Results: The Interventionþ resulted in a positive change in knowledge (P < .05), attitudes and beliefs toward vegetables (P < .01), and teacher influence on students' FV attitudes (P < .05). Conclusions and Implications: Although this study influenced knowledge and attitudes regarding FVs, a significant increase in students' FV consumption was not observed. Given the ultimate aim of the LAUSD nutrition efforts is to increase FV consumption, future studies should consider adopting new intervention strategies, such as focusing on changing the school food environment.
Health Education & Behavior, 2004
The Cafeteria Power Plus project examined whether a cafeteria-based intervention would increase the fruit and vegetable (FV) consumption of children. Twenty-six schools were randomly assigned to either an intervention or control condition. Baseline lunch observations of a sample (N = 1668) of first-and third-grade students occurred in the spring of 2000; follow-up was in the spring of 2002. The intervention took place during two consecutive school years beginning in the fall of 2000 and consisted of daily activities (increasing the availability, attractiveness, and encouragement for FV) and special events (kick-offs, samplings, challenge weeks, theater production, and finale meal). Training of food-service staff and cook managers was ongoing throughout the intervention phase. Students in the intervention schools significantly increased their total fruit intake. Process measures indicated that verbal encouragement by food-service staff was associated with outcomes. The outcomes suggest that multicomponent interventions are more powerful than cafeteria programs alone with this age group.
Psychosocial predictors of fruit and vegetable consumption among elementary school children
Health Education Research, 1996
A self-efficacy questionnaire for fruit and vegetable (F&V) consumption among fourth and fifth grade students was developed, pilot tested with 140 students from one school and field tested with 252 students from two schools. The questionnaire included 34 items generated by inventorying behaviors targeted for change in the F&V school curriculum. The four subscales derived from principal components analysis were labeled 'after-school F&V snacks'; 'breakfast and lunch F&V, and paying for F&V; 'independent shopping for F&V; and 'assisted shopping for F&V; they accounted for 43.8% of the total variance. Subscale test-re-test reliabilities and internal consistencies were acceptable. Criterion validities against F&V consumption from food records were low. Relationships were stronger with preferences and outcome expectations. Results from stepwise regression analyses indicated that preferences were the only significant predictors of fruit and total F&V consumption, as well as the main predictor of vegetable consumption; however, the models accounted for less than 13% of the variance. Nutrition education programs which target preferences may be more effective in increasing F&V consumption among elementary school children than programs which target selfefficacy and outcome expectations. However, since preferences accounted for only small proportions of the variances, further research should consider other issues such as availability.
WMJ : official publication of the State Medical Society of Wisconsin, 2008
In 2002, the US Department of Agriculture (USDA) created the Fresh Fruit and Vegetable Program (FFVP) to improve nutrition and help reduce the prevalence of childhood overweight and obesity. The FFVP provides funding for students from selected schools in each participating state to receive a free fresh fruit or vegetable snack daily for an academic year. In November 2005, Wisconsin was added to this program. In this study, we evaluate whether the Wisconsin FFVP resulted in positive changes in children's attitudes and behavior related to eating fruits and vegetables. In 2006, 25 Wisconsin schools were selected by the Wisconsin Department of Public Instruction for FFVP participation. Study measures included a pre-test and post-test survey given to 4th, 7th, and 9th graders in the intervention and controls schools. Post-test data from all 25 intervention schools were not yet available for analysis. Our sample, therefore, consisted of 1127 participants: 784 students in 10 interventi...
Health Education Research, 2007
The purpose was to investigate the degree of implementation and appreciation of a comprehensive school-randomized fruit and vegetable intervention program and to what extent these factors were associated with changes in reported fruit and vegetable intake. The study was conducted among 10-to 13-year old children exposed to the intervention during the school year 2003-04 in Norway, Spain and the Netherlands. Children, parents and teachers completed questionnaires regarding (i) the implementation of the school curriculum, (ii) parental involvement, (iii) distribution of fruit and vegetables at school, (iv) children's appreciation of the project and (v) children's intake levels. Univariate analyses of covariance and multilevel multivariate regression analyses indicated that teacher-reported level of implementation of the school curriculum and schoolchildren's appreciation of the project were important determinants of changes in intake. The results point to the importance of optimal implementation of an attractive school curriculum.
Public Health Nutrition, 2018
ObjectiveThe main objective of the present study was to develop and evaluate a nutrition education curriculum to enhance young children’s dietary behaviours and nutrition and health knowledge.DesignA randomized controlled design was utilized. The intervention was designed to improve children’s nutrition and health knowledge and preferences for fruits and vegetables through classroom lessons and activities, including direct instruction and tastings (implemented twice per week for 6 weeks).SettingThe study took place in elementary schools in a Midwestern US state.SubjectsOne hundred and thirty-one 2nd grade children from ten classrooms (n 82 intervention, n 49 control) participated.ResultsMultiple regression analyses that adjusted se for clustering by classroom were used to test hypotheses. Children in the intervention condition demonstrated significantly higher scores on the nutrition and health survey (β=0·47, P=0·001) and showed greater preferences for fruits and vegetables at post...
Journal of School Health, 1998
This paper describes an intervention to increase high school students' fruit and vegetable consumption. Twelve schools were randomized to intervention or control conditions. The cohort (2,213 students; 56% females, 84% Caucasian) were followed from 9th to 12th grades. Interventions comprised a media campaign, classroom workshops, school meal modification, and parental support. Usual daily servings of fruit/vegetables increased 14% in the intervention compared to the control group (p > 0.001) the first three years. At follow-up, consumption within the control group also increased, resulting in no significant difference between groups. Intervention group knowledge scores and awareness indicators were significantly higher than those of the control group (p < 0.0001). Gimme 5 provided a first model to show that dietary habits of high school students can be influenced by positive media messages relative to that age group, increased exposure to a variety of tasty products, and minimal classroom activity.
Evaluating a Fruit and Vegetable Program in Eastern Ontario Schools
Canadian Journal of Dietetic Practice and Research, 2013
Purpose: Effectiveness was evaluated for a fruit and vegetable program developed to encourage Canadian elementary school children to eat the recommended number of daily servings. Also examined was whether the program modified children's personal factors, perceived social environment, and perceived physical environment.
International Journal of Child Health and Nutrition, 2013
Introduction: Less than 15% of the 4 to 8-year old children consume the recommended servings of fruit and vegetables (FV). Early years of life play an important role in establishing healthy eating habits. School is an appropriate setting for healthy eating habits interventions. The purpose of this systematic review is evaluation of school-based interventions to improve FV consumption in elementary school students. Methods: In this systematic review, we performed a search in several databases such as PubMed, Web of Science, Education Resources Information Center (ERIC), Science Direct and Google Scholar. Studies published between January 2005 and December 2012 were included. In examining the studies, we focused on design, strategies and outcomes of the interventions. Results: Eleven studies met the inclusion criteria. Interventions in these three classifications (gardening and education, educational programs and providing FV) have positive effects on children's FV intake. Multi-component education is more effective than other cases in children willingness for FV consumption. Gardening strategies: participating in handson gardening experiences, engaging in gardening challenges and preparing a party by student's garden products. Educational strategies: nutrition education classes, electronic learning by using the popular cartoon characters and child actors as symbolic role models and strategies to improve family awareness like series of newsletters for parents and homework tasks for parents and children. Providing strategies: providing fee-based or free FV at school. Conclusion: Long-term multi-component (gardening, education and providing FV) interventions with the application of behavioral change theories and models are effective to reach the expected results.
Increasing the fruit and vegetable consumption of fourth-graders: Results from the high 5 project
Preventive Medicine, 2000
This study evaluated the effects of a school-based dietary intervention program to increase fruit and vegetable consumption among fourth-graders. Twenty-eight elementary schools were randomized to an immediate intervention condition or to a delayed intervention control condition. Measures of diet and psychosocial variables were collected at base line and 1 and 2 years post-baseline. The intervention included classroom, parent, and cafeteria components. Mean daily consumption of fruit and vegetables was higher for the intervention children compared with controls at Follow-up 1 (X(t) = 3.96, X(c) = 2.28) and at Follow-up 2 (X(t) = 3.20, X(c) = 2.21). Macro- and micronutrient changes favoring the intervention children were also observed at both Follow-up 1 and Follow-up 2. Mean daily consumption of fruit and vegetables was higher for intervention parents compared with controls at Follow-up 1 (X(t) = 4.23,X(c) = 3.94) but not at Follow-up 2. Strong effects were found for the High 5 intervention on fruit and vegetable consumption, on macro- and micro-nutrients, and on psychosocial variables. Future work is needed to enhance the intervention effects on parents&amp;#39; consumption and to test the effectiveness of the intervention when delivered by classroom teachers.