Nutrition Education in the K-12 Curriculum The Role of National Standards: Workshop Summary (2013) / Chapter Skim
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3 The Context for Change
3 The Context for Change
Pages 15-26
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From page 15... ...
• Of all the institutions that influence eating behaviors, schools may have the greatest potential effect. The development and implementation of national nutrition education curriculum standards would not occur in a vacuum.
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(2008) , which looked at the effects of nutrition education along with physical activity and a reduction in television watching in 10,752 children aged 5 through 18 in 8 separate studies, found significant reductions in body weight compared with controls, Contento noted.
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found that some behavior change was achieved in 18 of 23 behaviorally focused nutrition education interventions, but only in 8 of 17 studies directed at general nutrition education. This is important, said Contento, because changing behavior is more difficult than changing knowledge, and behavioral change (supported by knowledge and skills)
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• Sequential and coherent • Involve intervening in the school environment • Parent involvement, particularly for younger children • Community involvement • Coordinated with the school curriculum and school meals Box 3-2 looks at the National Health Education Standards as a model for national nutrition education standards.
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While their enthusiasm for the subject is laudable, the developers of nutrition education standards will need to be careful not to include too much specific nutrition science information. Rather, the standards need to enhance motivation to act and facilitate the ability to act on behaviors that promote and support health and other food-related concerns.
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. Evaluation instruments found that program specific knowledge increased substantially during the first 15 hours of classroom instruction, but general knowledge, practices, and attitudes did not increase to their maximal levels until after 40-50 hours of classroom instruction.
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1985. Results of the School Health Education Evaluation: Health promotion effectiveness, implementation, and costs.
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Curriculum: preschool through secondary school as part of a sequential coordinated school health education curriculum designed to help health students adopt healthy eating behaviors; 3. Instruction for students: developmentally appropriate, culturally relevant, fun activities that involve social learning strategies; 4.
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All of the 26 interventions studied were behaviorally focused, despite many other differences in the studies. Eighty five percent had both knowledge-based and behaviorally focused components of school-based nutrition interventions, whereas 15 percent were focused on behaviors only.
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Family involvement was common -- in 62 percent of the interventions -- but Roseman also pointed to the difficulties involved in working with families. Nevertheless, families are criti cal because of their influence on what is eaten at home, how much physical activity takes place, and what kinds of role models exist for students.
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Forty-two percent of the interventions studied extended for at least 6 months, but challenges in this area are great in the school envi ronment, and more consistent and effective reporting and methods are needed. Of the 26 nutrition interventions covered by the study, they were conducted in only 16 states, and 4 states -- California, Florida, Minnesota, and North Carolina -- had multiple interventions (see Figure 3-2)
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