Promoting healthy lifestyle behaviour through the Life-Orientation curriculum: Teachers’ perceptions of the HealthKick intervention

Hill, Jillian; Draper, Catherine E.; Villiers, Anniza de; Fourie, Jean; Mohamed, Suraya; Parker, Whadi-ah; Steyn, Nelia P.

doi:10.15700/201503070003

Cited by 16 publications

(27 citation statements)

References 18 publications

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“…There are various components of the HK intervention that could have contributed to this increase in knowledge, with the adapted Life Orientation curriculum and greater teacher awareness and knowledge of basic nutrition principles being the most likely influence as described in earlier HK publications. 20,29 Three primary school interventions apart from HK have been evaluated in South Africa. [30][31][32] One of these was undertaken by Jacobs et al 30 in Grade 4 learners in the Western Cape, where an existing and ongoing intervention was evaluated.…”

Section: Discussionmentioning

confidence: 99%

Primary School Children’s Nutrition Knowledge, Self-Efficacy, and Behavior, after a Three-Year Healthy Lifestyle Intervention (HealthKick)

et al. 2016

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Objectives: This study aimed to evaluate the effects of HealthKick(HK), a healthy lifestyle intervention, on nutrition knowledge, behavior, and dietary selfefficacy of school children in the Western Cape Province of South Africa. Design:A three-year cluster randomized control trial at primary schools in low socioeconomic settings with a baseline study in 2009 and follow-up in 2010 and 2011.Participants: Participants were Grade four children (n=500) at eight schools in the intervention group and at eight schools in the control group (n=498).Methods: An action planning process was followed with educators whereby they identified their own school health priorities and ways to address them. Schools were provided with nutrition resources, including curriculum guidelines and the South African food-based dietary guidelines. Children completed a questionnaire comprising nutrition knowledge, self-efficacy and behavioral items. Results:The intervention significantly improved the knowledge of the intervention group at the first (mean difference =1.88, 95%CI: .32 to 3.43, P=.021) and second follow-up (mean difference=1.92, 95%CI: .24 to 3.60, P=.031) compared with the control group. The intervention effect for self-efficacy was not significant at the first follow-up (mean difference=.32, 95%CI: -.029 to .94, P=.281) whereas a significant effect was observed at the second followup (mean difference=.71, 95%CI: .04 to 1.38, P=.039). There were no significant differences between the intervention and control groups for nutritional behavior scores at any of the follow-up time points. Conclusion:The HK intervention improved nutrition knowledge and self-efficacy significantly in primary schoolchildren; however, it did not improve their eating behavior.

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Section: Discussionmentioning

confidence: 99%

Primary School Children’s Nutrition Knowledge, Self-Efficacy, and Behavior, after a Three-Year Healthy Lifestyle Intervention (HealthKick)

et al. 2016

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“…10 In South Africa, since the development of the FBDG, several school-based initiatives have used these guidelines to develop nutrition education materials to complement the national curriculum on nutrition. 11 However, these programmes were only experimental and very few educators indicated that they use these materials to teach nutrition at schools. 11 At the time of the study, the national school curriculum in South Africa included nutrition and healthy lifestyles in the subject, Life Orientation (LO).…”

Section: Introductionmentioning

confidence: 99%

“…11 However, these programmes were only experimental and very few educators indicated that they use these materials to teach nutrition at schools. 11 At the time of the study, the national school curriculum in South Africa included nutrition and healthy lifestyles in the subject, Life Orientation (LO). 12 The outcome-based curriculum allowed educators to select their own teaching materials to reach the outcome assessment standards.…”

Section: Introductionmentioning

confidence: 99%

Challenges to implementing the food-based dietary guidelines in the South African primary school curriculum: a qualitative study exploring the perceptions of principals and curriculum advisors

Nguyen

Villiers

Fourie

et al. 2016

South African Journal of Clinical Nutrition

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Objectives:The South African food-based dietary guidelines (FBDG) were developed and implemented to promote healthy lifestyles in the population along with preventing non-communicable diseases and other forms of diet-related illness. The FBDG were recommended for implementation within the national school curriculum. The objective of this study was to explore perceived challenges to successful implementation of these guidelines in the primary school curriculum. Design: This qualitative study gathered data via semi-structured individual interviews. Data were transcribed and analysed with ATLAS.ti software, using a thematic approach. Setting: Public primary schools located in three education districts in the Western Cape, South Africa. Subjects: Principals at twelve schools from communities with different socioeconomic statuses, and five curriculum advisors of relevant subjects from provincial and district levels. Outcomes measures: Perceived barriers to implementing FBDG in the primary school curriculum. Results: A lack of knowledge and/or expertise related to the FBDG by educators, time constraints within the teaching programme and lifestyle related factors of educators, parents and learners emerged as the three main challenge themes from the interviews. A lack of resources was identified as an additional theme. Conclusions:The principals and curriculum advisors anticipated many barriers to the success of implementing nutrition education using the FBDG in the primary school curriculum. Adequately addressing such barriers through improved awareness and knowledge of the FBDG by school staff could improve the potential of using the FBDG as a nutrition education tool in primary schools in South Africa.

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“…The literature on school NE in South Africa has documented several important issues. These concerns included a need for an educational strategy that fits into the school curriculum, unhealthy eating among learners, and a need for an effective approach for communicating nutrition messages to learners from limited resource settings ( 19 , 20 ). Additionally, there is limited information in the literature regarding the details of the educational materials used in curriculum-based NE interventions; the integration of behavioral and learning theories is often not explained.…”

Section: Introductionmentioning

confidence: 99%

A Theory-Based Contextual Nutrition Education Manual Enhanced Nutrition Teaching Skill

Kupolati

MacIntyre

Gericke

2018

Front. Public Health

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Background: A theory-based contextual nutrition education manual (NEM) may enhance effective teaching of nutrition in schools. School nutrition education should lead to the realization of such benefits as improved health, scholarly achievement leading to manpower development and consequently the nation's development. The purpose of the study was to develop a contextual NEM for teachers of Grade 5 and 6 learners in the Bronkhorstspruit district, South Africa, and to assess teachers' perception on the use of the manual for teaching nutrition.Methods: This descriptive case study used an interpretivist paradigm. The study involved teachers (N = 6) who taught nutrition in Life Skills (LS) and Natural Science and Technology (NST) in a randomly selected primary school in the Bronkhorstspruit district. Findings from a nutrition education needs assessment were integrated with the constructs of the Social cognitive theory (SCT) and the Meaningful learning model (MLM) and the existing curriculum of the Department of Basic Education (DoBE) to develop a contextual NEM. The manual was used by the teachers to teach nutrition to Grades 5 and 6 learners during the 2015 academic year as a pilot project. A focus group discussion (FDG) was conducted with teachers to gauge their perceptions of the usefulness of the NEM. Data were analyzed using the thematic approach of the framework method for qualitative research.Results: Teachers described the NEM as rich in information, easy to use and perceived the supporting materials and activities as being effective. The goal setting activities contained in the NEM were deemed to be ineffective. Teachers felt that they did not have enough time to teach all the important things that the learners needed to know.Conclusion: Teachers perceived the NEM as helpful toward improving their nutrition teaching skills.The NEM template may furthermore guide teachers in planning theory-based nutrition lessons.

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Promoting healthy lifestyle behaviour through the Life-Orientation curriculum: Teachers’ perceptions of the HealthKick intervention

Cited by 16 publications

References 18 publications

Primary School Children’s Nutrition Knowledge, Self-Efficacy, and Behavior, after a Three-Year Healthy Lifestyle Intervention (HealthKick)

Primary School Children’s Nutrition Knowledge, Self-Efficacy, and Behavior, after a Three-Year Healthy Lifestyle Intervention (HealthKick)

Challenges to implementing the food-based dietary guidelines in the South African primary school curriculum: a qualitative study exploring the perceptions of principals and curriculum advisors

A Theory-Based Contextual Nutrition Education Manual Enhanced Nutrition Teaching Skill

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