Effects of a school based intervention on children's physical activity and healthy eating: a mixed-methods study

Combined diet and physical activity school-based interventions (rather than only diet or physical activity interventions) are more likely to help prevent children from becoming overweight in the long term. However, such interventions are less prevalent, and therefore, this pilot study aimed to assess the feasibility of a gardening intervention coupled with awareness about plant-based meals among 9−10 year old children in a London primary school. We recruited 60 children from two Year 5 classes, one class participated as an intervention group, and results were compared against another class who acted as the control group. Children’s physical activity (PA) was measured using GENEActiv wrist-worn accelerometers. Their fruit and vegetable intake and attitudes to and preferences in eating fruits and vegetables were measured using a self-report questionnaire. Furthermore, three focus groups were held with children in the intervention group to understand the reasons behind any change as a result of the intervention. Results are inconclusive; however, they indicate some impact on reduction of sedentary behaviour, increase of moderate to vigorous PA, knowledge of nutrition and some level of acceptance in trying new vegetables. School-based interventions involving gardening show some promise to increase children’s PA and improve their attitudes to eating fruits and vegetables

Behavioural change box? Applying the COM-B model to understand behavioural triggers that support consumption of fruits and vegetable among subscribers of a fruit and vegetable box scheme

Objective: To understand the key mechanisms that support healthy dietary habits promoted by fruit and vegetable (F&V) box schemes, testing relevant behaviour change triggers identified under the COM-B model in an evaluation research study of a Portuguese F&V box scheme (PROVE). Design: Correlation study with a post-test-only non-equivalent group design based on survey data. The mechanisms underpinning the differences between subscribers and non-subscribers are operationalised as mediation effects. Data availability, theoretical relevance and empirical validation supported the selection and testing of four potential mediators for the effects of subscribing to the box scheme on F&V consumption. These estimations derive from the coefficients of a structural equation model combined with the product coefficient approach and Sobel test. Setting: The study is part of a wider evaluation study on the impact of the PROVE box scheme on sustainability, health and equity. Participants: A sample of PROVE box subscribers (n 294) was compared with a matched subsample of non-subscribers (n 571) in a nationally representative survey. Results: Subscribing to the PROVE box correlates with an increased probability of eating at least five portions of F&V, irrespective of differences in age, education and perceived economic difficulties. Diet quality perceptions, and more robustly, the strength of meal habits and household availability were identified as relevant mediators. Conclusions: The subscription to an F&V box scheme is connected with proximal context that enables the consumption of F&V by ensuring more readily available F&V and better situational conditions associated with healthier meal habits.info:eu-repo/semantics/acceptedVersio

‘There is no better way to study science than to collect and analyse data in your own yard’:Outdoor classrooms and primary school children in Bangladesh

The design and use of outdoor spaces for primary school teaching and learning has been given little consideration in the present context. The existing evidence base is mostly from western perspectives. In this study, an outdoor classroom was designed and built in a primary school in Bangladesh and used to teach children (n = 30) their science curriculum. Multiple methods were used to investigate the impact of the outdoor classroom on students’ learning and engagement, including achievement tests, a questionnaire and focus groups with children and teachers. Children’s science scores were significantly higher after they had been taught outdoors, compared to indoors. Physical qualities of their outdoor classroom (lighting, acoustics, seating), in addition to greater enjoyment and active participation in learning likely explained improved attainment. Qualitative insights from children and teachers supported the quantitative findings. These results provide empirical support for building outdoor classrooms as an effective environment for teaching and learning

Equity, health, and sustainability with PROVE: the evaluation of a Portuguese program for a short distance supply chain of fruits and vegetables

PROVE is a Portuguese program that empowers small-scale farmers organized into local networks to directly commercialize baskets of locally produced fruits and vegetables to consumers. This study applied a post-test-only non-equivalent group design to evaluate the resulting influence on the social empowerment of farmers and on consumer diets. The method included conducting a survey of PROVE farmers (n = 36) and a survey of PROVE consumers (n = 294) that were compared against matched samples of Portuguese respondents of international surveys (European Social Survey, n = 36 and the INHERIT Five-Country Survey, n = 571, respectively). PROVE farmers reported higher scores for perceived influence on the work environment than the national sample. PROVE consumers were more likely to eat five or more portions of fruits and vegetables a day in comparison to the matched sample of Portuguese citizens (average odds ratio: 3.05, p < 0.05). Being a PROVE consumer also generated an impact on the likelihood of consuming no more than two portions of red meat a week (average odds ratio: 1.56, p < 0.05). The evaluation study suggests that the promotion of short supply chains of fruits and vegetables can make a positive contribution to a healthier, more sustainable, and fairer future in food consumption

A Grangetown to grow up in: A children and young people's plan for Grangetown, Cardiff.

This is our plan for Grangetown. The plan was written by the children and young people of Grangetown alongside a team from Cardiff University

Designing an outdoor learning environment for and with a primary school community: A case study in Bangladesh

In Bangladesh, school grounds are usually barren areas devoid of any designed features. This study explored children’s, teachers’ and parents’ views of what would constitute an effective school ground for learning, socialising and playing at primary schools in rural Bangladesh. Working within the theory of behaviour settings to design school grounds, several methods were applied: focus groups with children, teachers and parents, a drawing session with children and a child-led/teacher supported model-making workshop. The results suggest that children want to connect with nature, to explore their environment, to challenge themselves, to be physically active and to socialise with friends. They also wanted their school ground to be more attractive. The parents highly valued gardening whereas teachers preferred an area with loose materials where the children could learn by themselves. None of these ideas were mutually exclusive and the subsequent design was able to incorporate elements from all groups

Addressing inequity: evaluation of an intervention to improve accessibility and quality of a green space

Green space areas offer several benefits that support our physical, psychological, and social health. However, the level of engagement with green space areas may not be the same across population groups. Using a mixed-method research design, we investigated the use of a green space area and whether and how the area was beneficial for health, social inclusion, and physical activity for all socioeconomic groups in a suburban area in Norway. The study showed significantly increased use of the area from 2015–2018 and that users belonged to different socioeconomic groups. The motivation for using the area was the opportunity to experience nature and to interact socially. While no significant changes in self-rated health, life satisfaction, or levels of physical activity were found, the study indicates that factors such as location, availability, and designated places for social interaction are important motivating factors for use. Users from the lower socioeconomic groups were among the frequent users but were also the least satisfied with the quality and availability of the path. Our findings call for closer consideration of the location and availability of green spaces and that including places for social interaction and relaxation can contribute to increased use of green spaces