“How Can We Stay Healthy when you’re Throwing All of this in Front of Us?” Findings from Focus Groups and Interviews in Middle Schools on Environmental Influences on Nutrition and Physical Activity

Bauer, Katherine W.; Yang, Yiyi; Austin, S. Bryn

doi:10.1177/1090198103255372

Cited by 226 publications

(170 citation statements)

References 17 publications

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“…In such cases, explorative, qualitative methods are most appropriate to start a determinants study. An example of a useful qualitative research method is the focus group interview, which is an effective technique to investigate eating behaviour [10][11][12] .…”

Section: Introductionmentioning

confidence: 99%

A Qualitative Exploration of Determinants of Fruit and Vegetable Intake among 10- and 11-Year-Old Schoolchildren in the Low Countries

Wind¹,

Bobelijn²,

Bourdeaudhuij³

et al. 2005

Ann Nutr Metab

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Background: For the development of fruit and vegetable promotion interventions, insight is needed into determinants of health behaviour. This study presents results of focus group interviews held with 10- to 11-year-old schoolchildren from Ghent (Belgium-Flanders) and Rotterdam (the Netherlands) to explore personal beliefs and motivations and environmental factors related to schoolchildren’s fruit and vegetable intake, to inform the Pro Children intervention development. Methods: Twelve focus groups were held with 92 schoolchildren. The interviews were recorded and transcribed and NVivo was used to analyse the transcripts. Results: Positive health beliefs, taste preferences, lack of knowledge and practical barriers were identified as personal factors related to fruit and vegetable intake. Home and school availability of fruits and vegetables, as well as parenting practices were identified as important environmental factors. Conclusion: A fruit and vegetable promotion intervention should aim to increase fruit and vegetable accessibility and should include educational and motivational activities tailored to these personal and environmental factors. These indications should be further evaluated in quantitative research among representative samples.

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Section: Introductionmentioning

confidence: 99%

A Qualitative Exploration of Determinants of Fruit and Vegetable Intake among 10- and 11-Year-Old Schoolchildren in the Low Countries

Wind¹,

Bobelijn²,

Bourdeaudhuij³

et al. 2005

Ann Nutr Metab

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“…Children and adolescents are bombarded by information about "junk food" [5]. Moreover, snack foods that are relatively high in calories and have reduced nutritional value are often more readily available than fruits and vegetables [6].…”

Section: Introductionmentioning

confidence: 99%

Delivery and evaluation of a pilot obesity prevention project for urban Appalachian children

Nabors¹,

Burbage²,

Pangallo³

et al. 2013

OJPed

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Prevention of childhood obesity is a national concern and there is a need for interventions that can be implemented in community programs and are brief in nature. This pilot project was developed to evaluate the impact of the Children's Healthy Eating and Exercise Program, which was adapted from the Traffic Light Diet. Participants were urban Appalachian children and adolescents who were enrolled in one of two community-based summer programs. Quantitative and qualitative methods were used to examine children's impressions of the program and to assess what they learned during implementation of the program. Results indicated that younger children reported consuming fewer French fries or chips and older children reported eating more vegetables at the end of the program. Knowledge of two categories of Traffic Light foods appeared good; however, participants showed lower knowledge about one of the food categories. Future studies should involve parents as well as incorporate a more rigorous evaluation design with a comparison group to examine the impact of this new program.

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“…Schools have long been a target of agencies and social institutions especially by those with a focus on health. A sampling of health intervention research includes mental health and bullying (Wells et al, 2003;Vreeman and Carroll, 2007;Durlak et al, 2011); social and emotional health (Bond et al, 2004;Patton et al, 2006); diet, exercise and obesity (PeÂrez-Rodrigo and Aranceta, 2001;Sahota et al, 2001;Bauer et al, 2004;Shepherd et al, 2006;Stice et al, 2006;Sharma, 2006;Brown and Summerbell, 2009;Shaya et al, 2008;Harris et al, 2009), harm minimisation (McBride et al, 2004, drug and alcohol (Cuijpers, 2002;Dusenbury et al, 2003) and peer-led vs adult-lead health education (Mellanby et al, 2000). In addition to an intervention approach to specific health problems or illnesses there is also evaluation of interventions for their fidelity to implementation process, pre-determined outcomes, programme achievements and challenges for sustainability beyond the intervention and surveillance period (Durlak and DuPre, 2008).…”

Section: Settings As a Focusmentioning

confidence: 99%

Bricolage and the Health Promoting School

Renwick

2014

Qualitative Research Journal

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Purpose -The propositional knowledge about the Health Promoting School (HPS) and how it privileges the health sector, and research through intervention and behaviour change rather than gaining an understanding of how social bases of health impact and influence individuals and the wider school community. The purpose of this paper is to explore how bricolage offers opportunity for understanding complexity, thick description and inter-and multi-disciplinary work. The experience of health promotion and what it looks like at the school level and provides epistemological considerations for reframing research about HPSs for purposes of social justice and equity through bricolage. Design/methodology/approach -An introduction reveals the challenges of health promotion settings, and schools in particular to achieve social justice and equity. Bricolage is discussed with reference to complexity, thick description and inter-and multi-disciplinary work. Considerations are given to bricolage as research to gain understanding and to contribute to social change. Findings -As a setting the HPS is a complex site of social interaction and where there is interplay of multiple, casual factors that influence health and wellbeing. The potential for social justice and equity remains latent and new approaches to investigating and researching are required. Bricolage offers substantial possibilities as it recognises the value of researching social contexts but with a deliberate intent to engage with participants. Practical implications -This paper considers how bricolage can re-focus ontological and epistemological positions to engage in health promotion as a social action. Originality/value -This paper raises questions about the ability of the HPS model to deliver on social justice under current compliance regimes.

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“How Can We Stay Healthy when you’re Throwing All of this in Front of Us?” Findings from Focus Groups and Interviews in Middle Schools on Environmental Influences on Nutrition and Physical Activity

Cited by 226 publications

References 17 publications

A Qualitative Exploration of Determinants of Fruit and Vegetable Intake among 10- and 11-Year-Old Schoolchildren in the Low Countries

A Qualitative Exploration of Determinants of Fruit and Vegetable Intake among 10- and 11-Year-Old Schoolchildren in the Low Countries

Delivery and evaluation of a pilot obesity prevention project for urban Appalachian children

Bricolage and the Health Promoting School

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