OBJECTIVE: Examine the effect of the California Children's Power Play! Campaign's School Idea & Resource Kits for fourth/fifth grades on the psychosocial determinants of fruit and vegetable (FV) intake and physical activity (PA). METHODS: Randomized, controlled trial (n = 31 low-resource public schools; 1,154 children). Ten grade-specific, 50-minute nutrition and PA lessons over an 8-week period. Pre/post surveys measuring knowledge, outcome expectations, and self-efficacy (SE) were analyzed using analysis of covariance, controlling for baseline values; chi-square comparing positive/negative changes, adjusted for cluster design effects. RESULTS: Intervention children made significant gains for FV knowledge (4 items, P < .05 to P < .001); positive outcome expectations (fifth grade only, P < .001); asking/shopping and eating SE (P = .04 and P < .001); PA knowledge (2 items, P < .01 to P < .001); outcome expectations (P < .05); and support seeking SE (P = .04); but not SE to overcome barriers. CONCLUSIONS AND IMPLICATIONS: The Power Play! Campaign's School Idea & Resource Kits improved the determinants of FV intake and PA.
RCT Entities:
OBJECTIVE: Examine the effect of the California Children's Power Play! Campaign's School Idea & Resource Kits for fourth/fifth grades on the psychosocial determinants of fruit and vegetable (FV) intake and physical activity (PA). METHODS: Randomized, controlled trial (n = 31 low-resource public schools; 1,154 children). Ten grade-specific, 50-minute nutrition and PA lessons over an 8-week period. Pre/post surveys measuring knowledge, outcome expectations, and self-efficacy (SE) were analyzed using analysis of covariance, controlling for baseline values; chi-square comparing positive/negative changes, adjusted for cluster design effects. RESULTS: Intervention children made significant gains for FV knowledge (4 items, P < .05 to P < .001); positive outcome expectations (fifth grade only, P < .001); asking/shopping and eating SE (P = .04 and P < .001); PA knowledge (2 items, P < .01 to P < .001); outcome expectations (P < .05); and support seeking SE (P = .04); but not SE to overcome barriers. CONCLUSIONS AND IMPLICATIONS: The Power Play! Campaign's School Idea & Resource Kits improved the determinants of FV intake and PA.
Authors: Lori Pbert; Michelle Trivedi; Susan Druker; Jennifer Bram; Barbara Olendzki; Sybil Crawford; Christine Frisard; Victoria Andersen; Molly E Waring; Karen Clements; Kristin Schneider; Alan C Geller Journal: Contemp Clin Trials Date: 2021-03-08 Impact factor: 2.226
Authors: Seong Ah Ha; Seo Yeon Lee; Kyung A Kim; Jung Sook Seo; Cheong Min Sohn; Hae Ryun Park; Kyung Won Kim Journal: Nutr Res Pract Date: 2016-08-17 Impact factor: 1.926
Authors: Carol Byrd-Bredbenner; FanFan Wu; Kim Spaccarotella; Virginia Quick; Jennifer Martin-Biggers; Yingting Zhang Journal: Int J Behav Nutr Phys Act Date: 2017-07-11 Impact factor: 6.457
Authors: Sam Liu; Isabela Gouveia Marques; Megan A Perdew; Karen Strange; Teresa Hartrick; Joy Weismiller; Geoff D C Ball; Louise C Mâsse; Ryan Rhodes; Patti-Jean Naylor Journal: BMJ Open Date: 2019-10-31 Impact factor: 2.692