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Effects of the 5 a Day—Power Play! Campaign’s School Idea & Resource Kit on Knowledge, Self-Efficacy, Peer Norms, and Outcome Expectations.

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  1. Effects of the 5 a Day—Power Play! Campaign’s School Idea & Resource Kit on Knowledge, Self-Efficacy, Peer Norms, and Outcome Expectations Angie Keihner, MS, Tanya Garbolino, MBA, Reba Meigs, MPA, Patrick R. Mitchell, DrPH, Mark Hudes, PhD, Sharon Sugerman, MS, RD, FADA, and Andy Fourney, DrPH

  2. Funding • United States Department of Agriculture Food Stamp Program • Administered by the Cancer Prevention and Nutrition Section of the California Department of Health Services

  3. Campaign Goals • The California Children’s 5 a Day—Power Play! Campaign encourages low-income 9- to 11-year-old children and their families to eat the recommended amount of fruits and vegetables (FVs) and be physically active for at least 60 minutes every day.

  4. Campaign Channels • The Campaign operates through a variety of community channels, including schools, community youth organizations, farmers’ markets, supermarkets, food services/restaurants, and the media.

  5. School Channel • Through the schools, 4th- and 5th-grade teachers are provided with a variety of Campaign materials to help them conduct nutrition education activities in the classroom.

  6. School Idea & Resource Kit • Grade-specific series of ten classroom-based nutrition and physical activity education activities • Each School Idea & Resource Kit (SIRK) activity is designed to influence one or more determinants of children’s FV intake and/or physical activity (PA), including knowledge, self-efficacy, peer norms, and outcome expectations.

  7. Study Purpose • To evaluate the impact of the Campaign's SIRK activities on the key determinants of FV intake and PA among 4th- and 5th-grade children attending low-resource public schools in California.

  8. Methods • Randomly assigned schools to control or intervention group • Written parental consent and student assent • English speaking only • Intervention: Campaign’s SIRK • Students completed a teacher administered, self-report, pre/post survey • Conducted over eight weeks (Jan.-Mar. 2005)

  9. Sample • N = 1154 students • Boys (47%); Girls (53%) • Age: 8-12 years; Mean = 10 years • 5th-graders (64%); 4th-graders (37%) • Latino (58%), Asian (14%), White (11%), Other (10%), and African American (8%)

  10. Results: Reliability

  11. Results: FV Scales • Intervention children were significantly more likely than control kids to show improvements in: • FV Outcome Expectations: Beliefs about the positive benefits of eating FVs (p<.001; only 5th-graders). • FV Asking and Shopping S-E: Confidence in their ability to ask and shop for FVs (p<.05). • FV Eating S-E: Confidence in their ability to eat the daily recommended amount of FVs (p<.001).

  12. Results: PA Scales • Intervention children were significantly more likely than control children to show improvements in: • PA Outcome Expectations: Beliefs about the physical outcomes of being physically active (p<.05). • PA Support Seeking S-E: Confidence in their ability to ask for help getting PA (p<.05). • PA Barriers S-E: No significant differences were observed between groups.

  13. Results: FV Knowledge • Intervention children were significantly more likely than control children to improve their FV knowledge including: • the number of servings of FVs (p<.001) and Vs (p<.01) needed for good health, • FV benefits (e.g., vitamin C; p<.05), • FV serving quantities (e.g., 1/4 cup dried F, 1 medium-sized F, etc.; p<.05; only 4th-graders).

  14. Results: PA Knowledge • Intervention children were significantly more likely than control children to improve their PA knowledge including: • the number of daily minutes of PA needed for good health (p<.001) and • PA benefits (e.g., gives you energy, keeps you from getting sick, builds healthy bones and muscles, and helps you pay attention in school; p<.001).

  15. Campaign Knowledge • Intervention children were significantly more likely than control children to show improvements in: • Campaign recall (e.g., heard of the Campaign; p<.001) and • knowledge of the correct meaning of the 5 a Day—Power Play! Campaign name (e.g., eat 5+ srvgs of FVs and get 60+ mins of PA; p<.001). • The intervention group also demonstrated significant increases from the pre to post assessment in both items (p<.001).

  16. Conclusion • The Campaign SIRKs are pragmatic and effective tools for impacting the determinants of FV intake and PA among 4th- and 5th-grade children attending low-resource public schools.

  17. Contacts • Angie Keihner • research and evaluation questions • akeihner@dhs.ca.gov • Tanya Garbolino • 5 a Day―Power Play! Campaign questions • tgarboli@dhs.ca.gov • Visit our website • www.ca5aday.com

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