Men achieved significant weight loss after receiving novel, minimal-contact, gender-tailored programs, which were designed for widespread dissemination.

Objective: To investigate the impact of school garden-enhanced nutrition education (NE) on children's fruit and vegetable consumption, vegetable preferences, fruit and vegetable knowledge and quality of school life. Design: Quasi-experimental 10-week intervention with nutrition education and garden (NE&G), NE only and control groups. Fruit and vegetable knowledge, vegetable preferences (willingness to taste and taste ratings), fruit and vegetable consumption (24 h recall 3 2) and quality of school life (QoSL) were measured at baseline and 4-month follow-up. Setting: Two primary schools in the Hunter Region, New South Wales, Australia. Subjects: A total of 127 students in Grades 5 and 6 (11-12 years old; 54 % boys). Results: Relative to controls, significant between-group differences were found for NE&G and NE students for overall willingness to taste vegetables (P , 0?001) and overall taste ratings of vegetables (P , 0?001). A treatment effect was found for the NE&G group for: ability to identify vegetables (P , 0?001); willingness to taste capsicum (P 5 0?04), broccoli (P 5 0?01), tomato (P , 0?001) and pea (P 5 0?02); and student preference to eat broccoli (P , 0?001) and pea (P , 0?001) as a snack. No group-by-time differences were found for vegetable intake (P 5 0?22), fruit intake (P 5 0?23) or QoSL (P 5 0?98). Conclusions: School gardens can impact positively on primary-school students' willingness to taste vegetables and their vegetable taste ratings, but given the complexity of dietary behaviour change, more comprehensive strategies are required to increase vegetable intake.

HDHK significantly improved health outcomes and behaviors in fathers and children, providing evidence for program effectiveness when delivered in a community setting.

The aim of this study was to examine gender differences in the impact of a school garden and nutrition curriculum on fruit and vegetable intake, willingness to taste, and taste ratings in 127 children (11 to 12 years, 54% boys) in regional New South Wales, Australia. Classes were assigned to wait-list control, nutrition education only (NE), or nutrition education plus garden (NE + G) groups. Carrot taste rating was the only vegetable for which there was a significant gender difference, with girls rating it more highly (p = .04). There were no significant gender differences in fruit and vegetable consumption or willingness to taste scores for any other vegetables. There was a group effect (p < .001) for overall willingness to taste, overall taste rating, and the taste rating of pea and broccoli (p < .001), tomato (p = .03), and lettuce (p = .02). In the post hoc analysis by gender, both boys and girls in NE + G and NE groups were more willing to taste vegetables compared with control boys and girls postintervention (p < .001, p = .02). Boys in the NE + G group were more willing to taste all vegetables overall compared with NE boys at posttest (p = .05) and this approached significance for girls (p = .07). For overall tasting scores, a group effect was seen in girls only (p = .05). No significant treatment-time effect was found for vegetable intake in either gender. Further research is needed to examine whether a school garden, with or without school curriculum components, can be used to optimize fruit and vegetable intakes, particularly in boys.

A school-based obesity prevention programme that targeted leadership skills improved psychological health in the physical domain in adolescent boys from disadvantaged schools.