There is growing consensus that exercise improves cognitive functioning, but research is needed to identify exercise interventions that optimize effects on cognition. The objective of this pilot study was to evaluate Taekwondo implemented in public middle school physical education (PE). Two classes were randomly assigned to either: five sessions per week of PE or three sessions of PE and two sessions of Taekwondo. In PE sessions, evidence-based curriculum to address the Presidential Core Fitness Guidelines and California Physical Fitness Tests was implemented. Taekwondo sessions included traditional techniques and forms taught in an environment emphasizing respect and self-control. Sixty students were evaluated at baseline and during the last week of the intervention (nine months later). Differences in mean residualized change scores for parent-rated inhibitory behavioral control yielded a significant, large effect size (d =.95, p =.00), reflecting greater improvement among Taekwondo students. Results from an executive function computer-administered task revealed greater accuracy on the congruent trial (d = 2.00, p = .02) for Taekwondo students. Differences in mean residualized change scores for BMI z scores yielded a moderate, non-significant effect size (d = − .51, p = .16). The majority of Taekwondo students reported positive perceptions of Taekwondo and perceived self-improvement in self-control and physical fitness. Results suggest that Taekwondo is an exercise program that improves cognitive functioning and is both feasible and acceptable to implement in a public school setting.

Childhood overweight and obesity has been a significant public health concern in the United States for decades. School-based obesity prevention programs have been one strategy to address this issue. This article describes the implementation of a knowledge-based, healthy eating intervention delivered to 4th and 5th graders in a southern California school district. Trained graduate students implemented a nutrition education curriculum, consisting of three monthly lessons that would eventually be utilized and sustained by the schools’ Physical Education (PE) teachers in the following school year. As such, the intervention drew upon the Social Ecological Model (SEM) to describe how nutrition education could be implemented in a sustainable way to future generations of youth. Students were assessed on their knowledge and dietary behaviors at pre-test and after the final lesson. Students’ overall nutritional knowledge significantly increased from pre-test to post-test; however their self-reported eating behaviors (e.g., low fruit and vegetable consumption, and high consumption of chips, soda, and sweets) largely remained the same. Although the findings of this study were largely non-significant, we conclude that future interventions, which creatively address different levels of the target population’s environment, may have promise if they are sufficiently dosed.

Childhood obesity is a growing public health concern in the United States that disproportionately affects disadvantaged youth. The purpose of this study is to evaluate the effect of the Healthy for Life program on childhood overweight and obesity and its impact on lifestyle behaviors that promote lifelong fitness and healthy eating among children and adolescents. The program was offered as a physical education class mostly in schools in underprivileged areas across Southern California. Classes were specifically tailored for children in preschools, elementary, middle, and high schools. In addition to an initial screening physical conducted by a physician, program staff conducted anthropometric measurements three times in the school year. Lifestyle behaviors and self-esteem were also evaluated. Fifty-one schools and 1,469 students enrolled in the program. BMI decreased significantly for students at or above the 85th percentile. Students also demonstrated significant improvements in self-esteem scores and indicators for lifestyle behavior. Healthy for Life has important implications for health practitioners. The program has the potential to improve the health of underprivileged youth whose neighborhoods are unsafe and often lack facilities for exercise. Furthermore, it provides a safe, accessible, no cost, and effective method to minimize some of the causal factors of obesity.

The purpose of this study was to determine whether early childhood students who participated in the Healthy for Life/PE4ME program experienced significant changes in their age-adjusted body mass index (BMI) percentiles, obesity-related behaviors, and identification of healthy foods and physical activities. The school-based program included nutrition education and physical activity components implemented by the teacher and program dietitian. Participants were 356 children and their parents, in17 Southern California schools with a high percentage of ethnically diverse, low income students. Parents completed a survey assessing their children's demographics; family medical history; and obesity-related lifestyle behaviors; at pre-test and post-test. Students completed a picture scale activity to assess their ability to identify healthy versus. unhealthy foods and active vs. less active physical activities. BMI percentiles significantly decreased among children who were overweight or obese at pre-test; they also significantly decreased their junk food consumption (e.g., soda, Cheetos©). Obese children at pre-test significantly decreased their consumption of whole milk and increased their consumption of low-fat milk. Normal weight children significantly increased their consumption of milk and their physical activity. These findings provide preliminary evidence that the Healthy for Life/PE4ME program may be effective in reducing the childhood obesity trend in Orange County preschool children.