Projekt LifeLab prehrana in zdravje – inovativno poučevanje za prihodnost: razvoj aktivnih učnih nalog za učence pri pouku gospodinjstva v 21. stoletju

Food and Health, previously referred to as Home Economics, is a mandatory school subject in Norway. It has the unique advantage of giving all students, regardless of their social background, practical skills and knowledge, life skills that are important for their future health. In the LifeLab Food and Health project, we have developed a research-based and innovative teaching programme and evaluated how it is perceived in a school setting in Norway. This teaching programme is for use in Food and Health teacher education, but also in the education of primary and lower secondary school students in the same subject. LifeLab Food and Health consists of learning tasks in which students in the sixth and ninth grades in school gain first-hand knowledge and an understanding of life skills that are important to manage everyday life. In this paper, we present the learning activities developed and how the students experienced them. Examples of such learning tasks are tasks revealing the science behind dietary guidelines and the promotion of a healthy diet through student active tasks. Our aim is to establish LifeLab Food and Health as a “best practice” within master’s education in Home Economics at the University of Agder in Norway. (DIPF/Orig.

Translating, Reliability Testing, and Validating a Norwegian Questionnaire to Assess Adolescents’ Intentions to be Physically Active After High School Graduation

This is a scholarly, peer-reviewed article originally published in Sage Open under the terms of the Creative Commons Attribution 3.0 License (CC BY 3.0). You can access the article by following this link: http://dx.doi.org/10.1177/2158244015580374Dette er en vitenskapelig, fagfellevurdert artikkel som opprinnelig ble publisert i Sage Open under betingelsene til lisensen Creative Commons Attribution 3.0 (CC BY 3.0). Du får tilgang til artikkelen via Sage Open ved å følge denne lenken: http://dx.doi.org/10.1177/2158244015580374This study aimed to test the reliability and validity of a Norwegian measure of adolescents’ intentions to be physically active after graduation (the Intention to be Physically Active After Graduation [IPAG] Questionnaire). The development of IPAG involved a translation and back-translation procedure and a test–retest study, performed on 105 adolescents (M age = 17.1, SD = 0.6) from three different high schools in Kristiansand, Norway. The four IPAG items loaded on one single factor, demonstrating acceptable factor loadings (.68-.90) and acceptable Cronbach’s alpha values (.84 and .84) in both the test and retest assessment. IPAG correlated positively with a measure of attitudes toward physical activity (.61-.71) and a measure of participants’ intentions to be physically active next month (.77-.82), supporting both construct validity and criterion-related validity of the IPAG-Questionnaire. Acceptable reliability and validity of IPAG was found, which supports the use of this instrument in future research

Associations between infant and maternal characteristics measured at child age 5 months and maternal feeding styles and practices up to child age two years

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Staff feeding practices, food neophobia, and educational level in early education and care settings: A cross-sectional study

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Associations between breastfeeding mode and duration and food neophobia in toddlerhood : A cross-sectional study among Norwegian toddlers

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Effect of dietary interventions during weaning period on parental practice and lipoproteins and vitamin D status in two-year-old children

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Possible effects of a free school meal on school environment : The School Meal Intervention in Norway

Evidence suggests that a free school meal can improve children and adolescent diet, social environment, concentration, and school performance. This study aimed to investigate possible effects of a free, healthy school meal among students that usually eat packed meals on behavioral issues, inactiveness, self-efficacy, school enjoyment and classroom environment. A school meal according to the dietary guidelines was served to students in the intervention group (n=55) for one year. A control group consumed packed meals as usual (n=109). Students (10-12 years) responded to a questionnaire at baseline and after one year. We used linear regression analyses and did not find significant effects of a free school meal on behavioral issues (B= 0.01, p 0.86), inactiveness (B= -0.05, p 0.51), self - efficacy (B= -0.04, p 0.52), school enjoyment (B= 0.11, p 0.19) or classroom environment (B= -0.07, p 0.26). Methodological limitations might explain our lack of findings.publishedVersio

Association between parental feeding practices and shared family meals. The Food4toddlers study

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