Fruit and vegetable intake at and away from school during participation in the FIT Game

Abstract

Background: The FIT Game is a multicomponent school-based incentive program aimed at increasing children’s fruit and vegetable (FV) intake. There has been no previous report on how playing the game at school influences FV intake away from school. Aim: To examine children’s ( n=37) FV intake away from school while participating in the FIT Game program at school. Methods: FV intake away from school was assessed using the ASA24-Kids-2014 Dietary Assessment Tool. Paired samples t-tests and the generalized linear model repeated measures analysis of variance were used to examine the difference in children’s mean FV intake away from school. Results: During the final three days of the FIT Game intervention, we observed no change in FV consumption away from school (p=0.30). Similarly, no differences were observed between FV intake away from school before the implementation of the FIT Game and during the final three days (p=0.81). Conclusions: The FIT Game modestly decreased the children’s FV intake in a nonstatistically significant manner away from school. Our previous report showed an increase in children’s FV intake at school; thus, the net effect of the game was a significant increase in total daily FV intake.

Practical School Nutrition Program May Reduce Food Neophobia

“…Two other meta-analyses suggest that the particular strategies matter, one focused on experiential learning strategies [24] and the other focused on teacher-delivered programs [25]. The most current research on children's food neophobia and increasing intake of fruits and vegetables in school-based programs investigates recipe tastings with characters [26], mindfulness activities [27], culinary skills, sensory and nutrition education, food prep, gardening, and going beyond the school setting including the family [28], a game-based program [29], seasonal offerings [30], and using intervention mapping protocol when designing initiatives [31]. Overall, the evidence of previous studies suggests that it is worth exploring nutrition interventions embedded in schools.…”

Interventions based on sensory‐hedonic strategies and on nudging to facilitate vegetable and pulses consumption in the school environment

“…Reinforcement and incentives using prompts (Chinchanachokchai et al., 2022; Dave et al., 2015; Erjavec et al., 2021; Machado, Ritchie et al., 2020; Quinn et al., 2018; Song et al., 2016a; Hubbard et al., 2015; Hanks et al., 2013; Hendy et al., 2007; Hoffman et al., 2010; Perry et al., 2004; Taylor, Darby et al., 2013), using rewards (Hendy et al., 2007; Horne et al., 2009; McCormick et al., 2009; Perry et al., 2004; Presti et al., 2015; Taylor, Upton et al., 2013; Wardle et al., 2003, Taylor, Darby et al., 2013), using incentives (Hoffman et al., 2011; Hudgens et al., 2017; Joyner et al., 2017; Machado, Ritchie et al., 2020; McCormick et al., 2009; Wengreen et al., 2021, Ansu et al., 2021, Marcano‐Olivier et al., 2021), using marketing techniques such as characters, banners, and messages, using modeling (role and peer modeling) (Hoffman et al., 2010; Horne et al., 2009; Perry et al., 2004; Taylor, Upton et al., 2013; Hubbard et al., 2015; Birnbaum et al., 2002; Machado, Ritchie et al., 2020; Marcano‐Olivier et al., 2019, 2021; Presti et al., 2015); …”