Sugar Content in Processed Foods in Spain and a Comparison of Mandatory Nutrition Labelling and Laboratory Values

To reduce the sugar content of processed foods through reformulation, the first step is to determine the content of the largest sources of sugars in each country’s diet. The aim of this work was to describe the sugar content in the most commonly consumed processed foods in Spain and to compare that sugar’s labelling and laboratory analysis values (LVs and AVs, respectively) to confirm its adequacy. A sample of the 1173 most commonly consumed processed foods in Spain (28 groups; 77 subcategories) was collected. For each product, the total sugar content was compared according to its AV and LV. The median (25th –75th percentiles, interquartile range) sugar content by group was calculated for the total sample, and the groups were classified as “high sugar content” when this value was above 22.5 g/100g of product. The adequacy of the LV, according to the European Union (EU) tolerance requirements, was then evaluated, and each subcategory median was compared with the AV to determine its appropriateness via a median test for independent samples (p < 0.05). In total, 10 out of 28 groups presented high sugar content. Moreover, 98.4% of the products met the EU tolerance ranges. Finally, only one subcategory (“cured ham”) presented significant differences between the AV and LV median values (0.4 g vs. 0.1 g sugar/100g, p < 0.05). The groups of food products whose sugar content reduction could have the greatest impact on public health were identified. In addition, our study showed the high adequacy of LV with the EU labeling tolerance requirements, as well as the LV’s appropriateness as a tool to implement actions aimed at reducing sugar consumption

Heterogeneous contributions of change in population distribution of body mass index to change in obesity and underweight NCD Risk Factor Collaboration (NCD-RisC)

From 1985 to 2016, the prevalence of underweight decreased, and that of obesity and severe obesity increased, in most regions, with significant variation in the magnitude of these changes across regions. We investigated how much change in mean body mass index (BMI) explains changes in the prevalence of underweight, obesity, and severe obesity in different regions using data from 2896 population-based studies with 187 million participants. Changes in the prevalence of underweight and total obesity, and to a lesser extent severe obesity, are largely driven by shifts in the distribution of BMI, with smaller contributions from changes in the shape of the distribution. In East and Southeast Asia and sub-Saharan Africa, the underweight tail of the BMI distribution was left behind as the distribution shifted. There is a need for policies that address all forms of malnutrition by making healthy foods accessible and affordable, while restricting unhealthy foods through fiscal and regulatory restrictions

Trans-fatty acid content of food products in Spain in 2015

Objective: To ascertain the content of trans-fatty acids (TFA) in food products in Spain in 2015 and assess trends in TFA content since 2010. Methods: We analysed the fat content of 277 food products purchased in Spanish supermarkets in 2015 and calculated both the total fat and TFA content and the proportion of TFA to total fats. The results obtained in 2015 were compared to those yielded by a similar study in 2010. Results: In 2015, the majority of food products studied had a TFA content of less than 0.2 g/100 g product, and a TFA/total fat ratio of less than 2%. No significant increases were found compared to 2010. Food groups with a higher TFA content were dairy products of possible natural origin. Conclusions: TFA content in Spain is low and has significantly fallen since 2010

The relationship between hours of sleep, screen time and frequency of food and drink consumption in Spain in the 2011 and 2013 ALADINO: a cross-sectional study

Abstract Background The frequency of intake of food and beverages depends on a number of ill-defined behaviour patterns. The objectives of this study were to evaluate the effects of screen time and sleep duration on food consumption frequency, and to describe frequencies and types of food consumption according to BMI category and parents’ level of education. Methods We studied 6287 and 2806 children drawn from the 2011 and 2013 cross-sectional ALADINO studies respectively. Data were collected on number of hours of sleep, screen time, and weekly frequency of consumption of 17 food groups. Weight status was measured, and information was also collected on parents’ educational level. Average food consumption frequencies were calculated by reference to hours of sleep and hours of screen time, and were defined as ≥4 times or <4 times per week (once per week for soft drinks and diet soft drinks). Differences in frequency were evaluated for screen times of more and less than 2 h per day, and for sleep durations longer or shorter than the daily average. We fitted logistic regression models to evaluate the independent association between screen exposure and hours of sleep on the one hand, and food consumption frequency on the other. Results Consumption of fruit and vegetables was lower among children who had parents with no formal or only primary school education. High levels of screen time were associated with a greater frequency of consumption of energy-dense, micronutrient-poor products and a lower frequency of consumption of fruit and vegetables. Sleeping a sufficient number of hours was associated with a higher consumption of fruit and vegetables. The results for 2011 were concordant with those for 2013. Conclusions If efforts to ensure healthier eating habits among children are to be at all successful, they should focus on promoting a sufficient amount of sleep for children, limiting the time they spend watching television and/or playing with computers or video games, and educating parents accordingly

Sugar Content in Processed Foods in Spain and a Comparison of Mandatory Nutrition Labelling and Laboratory Values

To reduce the sugar content of processed foods through reformulation, the first step is to determine the content of the largest sources of sugars in each country&rsquo;s diet. The aim of this work was to describe the sugar content in the most commonly consumed processed foods in Spain and to compare that sugar&rsquo;s labelling and laboratory analysis values (LVs and AVs, respectively) to confirm its adequacy. A sample of the 1173 most commonly consumed processed foods in Spain (28 groups; 77 subcategories) was collected. For each product, the total sugar content was compared according to its AV and LV. The median (25th &ndash;75th percentiles, interquartile range) sugar content by group was calculated for the total sample, and the groups were classified as &ldquo;high sugar content&rdquo; when this value was above 22.5 g/100g of product. The adequacy of the LV, according to the European Union (EU) tolerance requirements, was then evaluated, and each subcategory median was compared with the AV to determine its appropriateness via a median test for independent samples (p &lt; 0.05). In total, 10 out of 28 groups presented high sugar content. Moreover, 98.4% of the products met the EU tolerance ranges. Finally, only one subcategory (&ldquo;cured ham&rdquo;) presented significant differences between the AV and LV median values (0.4 g vs. 0.1 g sugar/100g, p &lt; 0.05). The groups of food products whose sugar content reduction could have the greatest impact on public health were identified. In addition, our study showed the high adequacy of LV with the EU labeling tolerance requirements, as well as the LV&rsquo;s appropriateness as a tool to implement actions aimed at reducing sugar consumption

Contenidos transversales y complementarios a los programas de alimentación, nutrición y gastronomía de educación infantil y primaria : el gusto es mío

Resumen basado en la publicaciónLos Programas de Alimentación, Nutrición y Gastronomía para Educación Infantil y Primaria, han sido desarrollados por el Ministerio de Educación, Cultura y Deporte a través del Centro Nacional de Innovación e Investigación Educativa (CNIIE), el Ministerio de Sanidad, Servicios Sociales e Igualdad a través de la Agencia Española de Consumo, Seguridad Alimentaria y Nutrición (AECOSAN), la Real Academia de Gastronomía (RAG) y la Fundación Española de la Nutrición (FEN).Se presentan los programas de alimentación, nutrición y gastronomía para las etapas de educación infantil y primaria, que tienen como objetivo principal la adquisición de hábitos saludables por parte del alumnado desde la infancia para asegurar una mejor calidad de vida durante las etapas de desarrollo posteriores y afianzarlos para la edad adulta. Los contenidos transversales y complementarios a los programas de alimentación, nutrición y gastronomía para las etapas de educación infantil y de educación primaria se articulan en cuatro unidades didácticas que refuerzan los objetivos comunes perseguidos en ambas etapas educativas. Se presenta un nuevo matiz: la relación directa del escolar con lo que come y el ejercicio físico que realiza. Es decir, dónde come, qué debe comer para mantener un peso adecuado a la etapa de crecimiento y desarrollo, la importancia de practicar actividad física de forma regular, así como reforzar la información sobre los alimentos, las frecuencias de consumo o cómo alimentarse cuando se es alérgico o intolerante a alguno de ellos, potenciando, de forma conjunta, la adquisición de estilos de vida saludable. Las cuatro unidades en las que se articula la obra incluyen contenidos transversales y complementarios para la etapa de educación infantil y el primer ciclo de educación primaria, donde descubrirán nuevas formas de observar, saborear, oler y sentir los alimentos.ES

El gusto es mío : Programa de Alimentación, Nutrición y Gastronomía para Educación Infantil (PANGEI)

Resumen basado en la publicaciónEnseñar a los niños a comer bien y a disfrutar con ello es un objetivo prioritario con visión de futuro. Serán ellos quienes cuando crezcan enseñen a los hijos a alimentarse correctamente, a apreciar los sabores, texturas y olores de la comida. En definitiva, la educación pone las bases para construir un país de individuos saludables y con calidad de vida. El proyecto "Programa de alimentación, nutrición y gastronomía para la educación infantil" (PANGEI) tiene como principal objetivo la adquisición de hábitos saludables desde edades tempranas para asegurar una mejor calidad de vida durante etapas posteriores y en la edad adulta. PANGEI (Programa de alimentación, nutrición y gastronomía para la educación infantil) constituye un material innovador, renovado y con un enfoque gastronómico que mejorará la cultura alimentaria de España desde los más pequeños.ES

Transversal and complementary contents for the Food, Nutrition and Gastronomy Programmes for Infant and Primary School Education : it's my pleasure

En página de créditos: Centro Nacional de Innovación e Investigación Educativa (CNIIE) ; Agencia Española de Consumo, Seguridad Alimentaria y Nutrición (AECOSAN) ; Real Academia de Gastronomía ; Fundación Española de la NutriciónResumen basado en el de la publicaciónSe presentan los programas de alimentación, nutrición y gastronomía para las etapas de Educación Infantil y Primaria, que tienen como objetivo principal la adquisición de hábitos saludables por parte del alumnado desde la infancia para asegurar una mejor calidad de vida durante las etapas de desarrollo posteriores y afianzarlos para la edad adulta. Los contenidos transversales y complementarios a estos programas se articulan en cuatro unidades didácticas que refuerzan los objetivos comunes perseguidos en ambas etapas educativas. Si bien, ofrecen un nuevo matiz: la relación directa del escolar con lo que come y el ejercicio físico que realiza. Es decir, dónde come, qué debe comer para mantener un peso adecuado a la etapa de crecimiento y desarrollo, la importancia de practicar actividad física de forma regular, así como reforzar la información sobre los alimentos, las frecuencias de consumo o cómo alimentarse cuando se es alérgico o intolerante a alguno de ellos, potenciando, de forma conjunta, la adquisición de estilos de vida saludable. Las cuatro unidades en las que se articula la obra incluyen contenidos transversales y complementarios para la etapa de Educación Infantil y el primer ciclo de Educación Primaria, donde descubrirán nuevas formas de observar, saborear, oler y sentir los alimentos.ES

It's my pleasure : Food, Nutrition and Gastronomy Programme for Pre-schooll Education (PANGEI)

En página de créditos: Centro Nacional de Innovación e Investigación Educativa (CNIIE) ; Agencia Española de Consumo, Seguridad Alimentaria y Nutrición (AECOSAN) ; Real Academia de Gastronomía ; Fundación Española de la NutriciónResumen basado en el de la publicaciónEnseñar a los niños a comer bien y a disfrutar con ello es un objetivo prioritario con visión de futuro. Serán ellos quienes cuando crezcan enseñen a los hijos a alimentarse correctamente, a apreciar los sabores, texturas y olores de la comida. En definitiva, la educación pone las bases para construir un país de individuos saludables y con calidad de vida. El proyecto "Programa de alimentación, nutrición y gastronomía para la educación infantil" (PANGEI) tiene como principal objetivo la adquisición de hábitos saludables desde edades tempranas para asegurar una mejor calidad de vida durante etapas posteriores y en la edad adulta. PANGEI constituye un material innovador, renovado y con un enfoque gastronómico que mejorará la cultura alimentaria de España desde los más pequeños.ES