Fit “N” Cool Kids: The Effects of Character Modeling and Goal Setting on Children’s Physical Activity and Fruit and Vegetable Consumption

Larson, Jessyka N.; Brusseau, Timothy A.; Wengreen, Heidi J.; Fairclough, Stuart J.; Newton, Maria; Hannon, James C.

doi:10.1177/1179556518784296

Cited by 4 publications

(12 citation statements)

References 54 publications

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“…Another study conducted by Ishdorj et al examined lunch consumption based on 24-hour recalls from a nationally representative sample of public schools and found that nutrition education was not associated with fruit or vegetable consumption [110]. No impact was observed in four other studies conducted in elementary schools with nutrition education that all specifically focused on fruit and vegetable consumption, with intake measured using visual estimation [85,111,112] or digital imagery [113]. Lastly, no associations were found in three other previously described multi-component studies that incorporated both nutrition education and taste tests [76][77][78].…”

Section: Nutrition Educationmentioning

confidence: 99%

Strategies to Improve School Meal Consumption: A Systematic Review

et al. 2021

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School meals can play an integral role in improving children’s diets and addressing health disparities. Initiatives and policies to increase consumption have the potential to ensure students benefit from the healthy school foods available. This systematic review evaluates studies examining initiatives, interventions, and policies to increase school meal consumption. Following PRISMA guidelines, this review was conducted using four databases and resulted in a total of 96 studies. The research evidence supports the following strategies to increase school meal consumption: (1) offering students more menu choices; (2) adapting recipes to improve the palatability and/or cultural appropriateness of foods; (3) providing pre-sliced fruits; (4) rewarding students who try fruits and vegetables; (5) enabling students to have sufficient time to eat with longer (~30 minute) lunch periods; (6) having recess before lunch; and (7) limiting students’ access to competitive foods during the school day. Research findings were mixed when examining the impact of nutrition education and/or offering taste tests to students, although multiple benefits for nutrition education outside the cafeteria were documented. There is some evidence that choice architecture (i.e., “Smarter Lunchroom”) techniques increase the proportion of students who select targeted meal components; however, there is not evidence that these techniques alone increase consumption. There were limited studies of the impact of increasing portion sizes; serving vegetables before other meal components; and strengthening local district and/or school wellness policies, suggesting that further research is necessary. Additionally, longer-term studies are needed to understand the impact of policies that limit students’ access to flavored milk. Several studies found increases in students’ meal consumption following the Healthy Hunger-Free Kids Act (HHFKA) and concerns regarding an increase in food waste following the HHFKA were not supported. Overall, there are a range of effective strategies to increase school meal consumption that can be implemented by schools, districts, and policymakers at the local, state, and federal levels (PROSPERO registration: CRD42021244688).

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Section: Nutrition Educationmentioning

confidence: 99%

Strategies to Improve School Meal Consumption: A Systematic Review

et al. 2021

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“…Fifteen studies measured step count [23,25,47,48,50,51,53,58,59,64,66,67,70,72]. Most studies had a medium RoB (n = 10; 66.7%).…”

Section: Step Countmentioning

confidence: 99%

“…Step count: ≥8 BCTs: Eight studies measuring step count incorporated ≥8 BCTs [23,25,51,58,59,64,66,70]. Two studies had child participants (5 to 9 years), with one finding that children took 630 more steps when using a wearable than in a typical recess period (not tested statistically) [23].…”

Section: Step Countmentioning

confidence: 99%

The Acceptability, Feasibility, and Effectiveness of Wearable Activity Trackers for Increasing Physical Activity in Children and Adolescents: A Systematic Review

Creaser

Clemes

Costa

et al. 2021

IJERPH

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Wearable activity trackers (wearables) embed numerous behaviour change techniques (BCTs) that have previously been shown to increase adult physical activity (PA). With few children and adolescents achieving PA guidelines, it is crucial to explore ways to increase their PA. This systematic review examined the acceptability, feasibility, and effectiveness of wearables and their potential mechanisms of action for increasing PA in 5 to 19-year-olds. A systematic search of six databases was conducted, including data from the start date of each database to December 2019 (PROSPERO registration: CRD42020164506). Thirty-three studies were included. Most studies (70%) included only adolescents (10 to 19 years). There was some—but largely mixed—evidence that wearables increase steps and moderate-to-vigorous-intensity PA and reduce sedentary behaviour. There were no apparent differences in effectiveness based on the number of BCTs used and between studies using a wearable alone or as part of a multi-component intervention. Qualitative findings suggested wearables increased motivation to be physically active via self-monitoring, goal setting, feedback, and competition. However, children and adolescents reported technical difficulties and a novelty effect when using wearables, which may impact wearables’ long-term use. More rigorous and long-term studies investigating the acceptability, feasibility, and effectiveness of wearables in 5 to 19-year-olds are warranted.

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“…Health education and physical education provide opportunities for students to acquire skills to be physically active and engage in health-promoting behaviours for a lifetime (SHAPE America, 2014). Studies have demonstrated the effectiveness of linking physical/health education to recess by integrating curricular education concepts, such as goal setting, self-monitoring, and play and team-based activities into recess activity (Huberty et al, 2014;Larson et al, 2018;Miller et al, 2018). Early articles written about the WSCC model emphasised the importance of integrating educational components with health, and thus it is important to recognise the ways in which 'core' educational subjects can be integrated, not just from health and physical education (Lewallen et al, 2015;Michael et al, 2015).…”

Section: Curricular and Programmatic Approachesmentioning

confidence: 99%

“…Thus, a practical strategy for physical education/classroom teachers or paraprofessionals could be to modify activities and curricula developed for physical education to include a focus on rules and equipment that are also available at recess, in an effort to facilitate social play and participation. In addition, physical and health educators can promote the use of autonomous goal setting and suggest recess as a discretionary time period that can be used to facilitate goal attainment (Larson et al, 2018).…”

Section: Curricular and Programmatic Approachesmentioning

confidence: 99%

Recess as a practical strategy to implement the Whole School, Whole Community, Whole Child model in schools

McLoughlin

Massey

Lane

et al. 2020

Health Education Journal

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Objectives: Schools can provide an optimal environment for promoting children’s health behaviours. The Whole School, Whole Community, Whole Child (WSCC) model addresses 10 aspects of the school environment that can be used to promote student health behaviours and academic outcomes: namely, Health Education; Nutrition Environment and Services; Employee Wellness; Social and Emotional School Climate; Physical Environment; Health Services; Counselling, Psychological and Social Services; Community Involvement; Family Engagement; and Physical Education and Physical Activity. Design: Guidelines for practical use of the WSCC model for school professionals are limited, impeding potential impact on school health promotion. Accordingly, in this article, we seek to demonstrate an application of the WSCC model to a specific school-based practice: recess. Setting: School recess. Results: An overview of literature and evidence-informed practices details how recess can facilitate WSCC adoption and initial implementation. Areas requiring further empirical research prior to making additional recommendations are also discussed. Conclusion: Strategies to enhance learning and health are described, attempting to bridge the gap between research and practice in school settings using the WSCC model.

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Fit “N” Cool Kids: The Effects of Character Modeling and Goal Setting on Children’s Physical Activity and Fruit and Vegetable Consumption

Cited by 4 publications

References 54 publications

Strategies to Improve School Meal Consumption: A Systematic Review

Strategies to Improve School Meal Consumption: A Systematic Review

The Acceptability, Feasibility, and Effectiveness of Wearable Activity Trackers for Increasing Physical Activity in Children and Adolescents: A Systematic Review

Recess as a practical strategy to implement the Whole School, Whole Community, Whole Child model in schools

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