The impact of a nutrition programme on the dietary intake patterns of primary school children

Oosthuizen, Delia; Oldewage‐Theron, Wilna; Napier, Carin

doi:10.1080/16070658.2011.11734354

Cited by 23 publications

(51 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…20,29 Three primary school interventions apart from HK have been evaluated in South Africa. [30][31][32] One of these was undertaken by Jacobs et al 30 in Grade 4 learners in the Western Cape, where an existing and ongoing intervention was evaluated. Four intervention and five control schools were randomly selected from two school districts.…”

Section: Discussionmentioning

confidence: 99%

“…A nutrition education intervention was implemented at a school in a peri-urban area in the Vaal area of South Africa and compared with a control school in a similar area. 31 In the intervention school, weekly nutrition education sessions, based on the SAFBDG, 25 were conducted after school over a period of nine weeks with children aged 9 to 13 years. Nutrition knowledge of the children in the intervention group improved significantly (P<.001) after the intervention with Nutrition Intervention in Schools -de Villiers et al support the authors' conclusion that quality curriculum interventions are capable of achieving improvements in learners' nutritional knowledge.…”

mentioning

confidence: 99%

See 1 more Smart Citation

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

et al. 2016

View full text Add to dashboard Cite

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.

show abstract

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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

et al. 2016

View full text Add to dashboard Cite

show abstract

“…agreed that fortyfour studies were potentially eligible for full-text analysis. Subsequently, only fourteen studies (34,(36)(37)(38)(39)(42)(43)(44)(45)(46)(47)(48)(49)(50) met our pre-specified inclusion criteria; thirty of the potentially eligible articles were excluded as those studies were either 'companion' reports of studies already included (n 7); school nutrition surveys/case studies (n 14) which mainly involved assessments of anthropometry and/or nutrition KAB (51)(52)(53) ; analyses of perception and practice of healthy eating among teachers and parents, and development of school food gardens as nutrition tools (54)(55)(56) ; RCT of government school feeding initiatives (n 4) (28,57,58) ; or SBNI on pre-schoolers aged <5 years (n 5), these consisted mainly of school-and-community nutrition interventions with parental involvement (59)(60)(61)(62) . Figure 1 presents a flow chart of the review process.…”

Section: Study Selectionmentioning

confidence: 99%

Effectiveness of school-based nutrition interventions in sub-Saharan Africa: a systematic review

Kyere

Veerman

Lee

et al. 2020

Public Health Nutr.

View full text Add to dashboard Cite

Abstract Objective: To evaluate the effect of school-based nutrition interventions (SBNI) involving schoolchildren and adolescents in sub-Saharan Africa (SSA) on child nutrition status and nutrition-related knowledge, attitudes and behaviour. Design: A systematic review on published school nutrition intervention studies of randomised controlled trials, controlled clinical trials, controlled before-and-after studies or quasi-experimental designs with control. Nine electronic bibliographic databases were searched. To be included, interventions had to involve changes to the school’s physical and social environments, to the school’s nutrition policies, to teaching curriculum to incorporate nutrition education and/or to partnership with parents/community. Setting: Schools in SSA. Participants: School-aged children and adolescents, aged 5–19 years. Results: Fourteen studies met our inclusion criteria. While there are few existing studies of SBNI in SSA, the evidence shows that food supplementation/fortification is very effective in reducing micronutrient deficiencies and can improve nutrition status. Secondly, school nutrition education can improve nutrition knowledge, but this may not necessarily translate into healthy nutrition behaviour, indicating that nutrition knowledge may have little impact without a facilitating environment. Results regarding anthropometry were inconclusive; however, there is evidence for the effectiveness of SBNI in improving cognitive abilities. Conclusions: There is enough evidence to warrant further trials of SBNI in SSA. Future research should consider investigating the impact of SBNI on anthropometry and nutrition behaviour, focusing on the role of programme intensity and/or duration. To address the high incidence of micronutrient deficiencies in low- and middle-income countries, food supplementation strategies currently available to schoolchildren should be expanded.

show abstract

“…Al die studies wat in Suid-Afrika gedoen is, het van Engelstalige voedingsonderrigintervensies gebruik gemaak. Oosthuizen et al (2011b) het 'n basislynkennis van 45.4% behaal vir die intervensie en 49.2% vir die kontrole in hulle studie van leerders tussen die ouderdomme van 9-13 jaar uit 'n informele nedersetting (semi-landelike gebied) in Gauteng. Dit is onwaarskynlik dat informele en landelike nedersettings oor die hulpbronne beskik wat in Eerste Wereld lande beskikbaar is.…”

Section: Opsomming Van Die Resultate Van Die Dataanaliseunclassified

“…Dit is 'n verbetering van 2.2%. Walsh et al (2003) het 'n algemene verbetering van 10.4% in die nátoets-resultate van hulle intervensiegroepe waargeneem, terwyl Oosthuizen et al (2011b) 'n verbetering van 13.4% aangeteken het. Lakshman et al (2010) het 'n veel kleiner toename van slegs 3.1% in totale kennistellings waargeneem, maar die bevindings was (Lakshman et al 2010;Oldewage-Theron & Egal, 2009;Shariff et al, 2008), het hierdie studie slegs 'n geringe verbetering getoon met geen statisties beduidende vermeerdering tussen die vóór-en nátoetstellings nie.…”

Section: Opsomming Van Die Resultate Van Die Dataanaliseunclassified

The effectiveness of an English nutrition education game on knowledge retention in Grade 5 isiZulu-speaking learners

Wiles

Esteves

Onselen

2017

Suid-Afrikaanse Tydskr Natuurwetenskap Tegnol

View full text Add to dashboard Cite

A good understanding of nutrition concepts enables a person to convert basic knowledge into the ability to take action. At the time of this study a game testing nutrition education concepts in English among isiZulu speaking learners had not been investigated. The objective of the study was to determine the effectiveness of an English Food-Based Dietary Guideline (FBDG) nutrition education game on the retention of nutrition knowledge among isiZulu speaking learners. An intervention using a pre-test post-test design. A five part questionnaire was administered to determine levels of nutrition knowledge before and six weeks after a nutrition education board game intervention. A total of 169 Grade 5 learners from two schools in Sweetwaters, KwaZulu-Natal, participated in this study. Baseline results showed that the learners had very poor knowledge of the basic FBDG. The question regarding the food fortification logo showed most improvement overall, with statistical significance ( p = 0.000). The pictorial representation of information in the game helped the learners improve their knowledge retention for certain questions. While there was very little improvement in the retention of knowledge as a whole, the control group experienced a significant increase in their post-test knowledge score (p = 0.011). Poor English proficiency may have influenced the effectiveness of the intervention. Nutrition education games have the potential to improve nutrition knowledge. Priority should be given to increasing English language proficiency among isiZulu speaking learners to improve their ability to retain nutrition information taught at school.

show abstract

The impact of a nutrition programme on the dietary intake patterns of primary school children

Cited by 23 publications

References 23 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)

Effectiveness of school-based nutrition interventions in sub-Saharan Africa: a systematic review

The effectiveness of an English nutrition education game on knowledge retention in Grade 5 isiZulu-speaking learners

Contact Info

Product

Resources

About