A school-based intervention to reduce overweight and inactivity in children aged 6–12 years: study design of a randomized controlled trial

Jansen, Wilma; Raat, Hein; Zwanenburg, Evelien Joosten-van; Reuvers, Ivo; Walsem, Ron van; Brug, Johannes

doi:10.1186/1471-2458-8-257

Cited by 50 publications

(59 citation statements)

References 58 publications

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“…[2][3][4]6,11 Some interventions also involved parents or community members. 4,5,8,9,11,13 Most of the interventions made significant improvements in nutrition knowledge and/or behavior. 1,2,5,6,14 There is, however, little evidence of interventions published in developing countries; although a number have taken place in developed countries in low-income settings.…”

Section: Introductionmentioning

confidence: 99%

“…[1][2][3][4][5][6][7][8][9][10][11][12][13][14][15] These interventions have frequently been theory-based and often included a nutrition education component aimed at improving nutrition knowledge, 2,5,8,14 a physical activity component, 5,6,14 and/or a food service component. [2][3][4]6,11 Some interventions also involved parents or community members.…”

Section: Introductionmentioning

confidence: 99%

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Primary School Children’s Nutrition Knowledge, Self-Efficacy, and Behavior, after a Three-Year Healthy Lifestyle Intervention (HealthKick)

et al. 2016

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Objectives: This study aimed to evaluate the effects of HealthKick(HK), a healthy lifestyle intervention, on nutrition knowledge, behavior, and dietary selfefficacy of school children in the Western Cape Province of South Africa. Design:A three-year cluster randomized control trial at primary schools in low socioeconomic settings with a baseline study in 2009 and follow-up in 2010 and 2011.Participants: Participants were Grade four children (n=500) at eight schools in the intervention group and at eight schools in the control group (n=498).Methods: An action planning process was followed with educators whereby they identified their own school health priorities and ways to address them. Schools were provided with nutrition resources, including curriculum guidelines and the South African food-based dietary guidelines. Children completed a questionnaire comprising nutrition knowledge, self-efficacy and behavioral items. Results:The intervention significantly improved the knowledge of the intervention group at the first (mean difference =1.88, 95%CI: .32 to 3.43, P=.021) and second follow-up (mean difference=1.92, 95%CI: .24 to 3.60, P=.031) compared with the control group. The intervention effect for self-efficacy was not significant at the first follow-up (mean difference=.32, 95%CI: -.029 to .94, P=.281) whereas a significant effect was observed at the second followup (mean difference=.71, 95%CI: .04 to 1.38, P=.039). There were no significant differences between the intervention and control groups for nutritional behavior scores at any of the follow-up time points. Conclusion:The HK intervention improved nutrition knowledge and self-efficacy significantly in primary schoolchildren; however, it did not improve their eating behavior.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Primary School Children’s Nutrition Knowledge, Self-Efficacy, and Behavior, after a Three-Year Healthy Lifestyle Intervention (HealthKick)

et al. 2016

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“…The duration of followup varied from 3 weeks to 2 years. The intervention foci of the studies reviewed were diverse, and included increased fruit and vegetable intake (Story et al, 2002); overweight and obesity reduction (Jansen et al, 2008); increased physical activity (Nabipour et al, 2004); increased consumption of grains and legumes (Burgess-Champoux et al, 2008) and heart health nutrition (Francis et al, 2010). Other interventions focused on increased nutrition knowledge, attitudes, behaviour and self-efficacy (Subba Rao et al, 2006), and improved nutritional and health status (Shi-Chang et al, 2004).…”

Section: General Characteristics Of Articlesmentioning

confidence: 99%

School-based nutrition education: features and challenges for success

Kupolati

MacIntyre

Gericke

2014

Nutrition &Amp; Food Science

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Purpose -School-based nutrition education (NE) possesses the capacity to influence learners' nutrition behaviours. This review aimed at critically assessing published articles on school-based NE intervention in order to identify factors hindering or contributing to the success of interventions.Design/methodology/approach -An electronic search of articles was conducted in Medline, PubMed, CINAHL databases, Google and snow-balling. Included in the review were Schoolbased studies with classroom NE with or without nutrition services and studies published between 2000 and 2013. School-based non-intervention studies and interventions that did not include a nutrition teaching component were excluded in the review. Findings -Thirty nine studies met the inclusion criteria. Features of successful NEinterventions included the use of behavioural theories especially the social cognitive theory (SCT) and the involvement of trained teachers in the implementation of interventions.Capacity development for teachers, time constraints, school policies and implementation problems of multicomponent interventions were some of the identified challenges encountered in the studies reviewed.Originality/value -Trained teachers are invaluable assets in interventions to improve nutrition behaviours of learners. Challenges associated with teacher oriented school-based NE intervention can be overcome by properly designed and implemented interventions based on behavioural theory.

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“…Initiated in 2006, this multi-component programme for primary school children encourages a healthy lifestyle by educating children and providing additional extracurricular physical activity lessons (see Table 1) [56]. This programme addresses behavioural and environmental determinants based on elements of the 'Environmental Research framework for weight Gain prevention' [33].…”

Section: Control Conditionmentioning

confidence: 99%

Protecting Children from Harmful Food Marketing: Options for Local Government to Make a Difference

Harris

Graff²

2015

The Childhood Obesity Epidemic

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Background: Since sugar-sweetened beverages (SSB) may contribute to the development of overweight in children, effective interventions to reduce their consumption are needed. Here we evaluated the effect of a combined school-and community-based intervention aimed at reducing children's SSB consumption by promoting the intake of water. Favourable intervention effects on children's SSB consumption were hypothesized.

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A school-based intervention to reduce overweight and inactivity in children aged 6–12 years: study design of a randomized controlled trial

Cited by 50 publications

References 58 publications

Primary School Children’s Nutrition Knowledge, Self-Efficacy, and Behavior, after a Three-Year Healthy Lifestyle Intervention (HealthKick)

Primary School Children’s Nutrition Knowledge, Self-Efficacy, and Behavior, after a Three-Year Healthy Lifestyle Intervention (HealthKick)

School-based nutrition education: features and challenges for success

Protecting Children from Harmful Food Marketing: Options for Local Government to Make a Difference

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