Changes in 10-12 year old's fruit and vegetable intake in Norway from 2001 to 2008 in relation to gender and socioeconomic status - a comparison of two cross-sectional groups

Background Norwegian children and adolescents eat less than half of the recommended 5 portions of fruit and vegetables (FV) per day. Gender and socioeconomic disparities in FV consumption shows that boys and children of lower socioeconomic status (SES) eat less FV than girls and high SES children. We also know that accessibility and preferences has been identified as two important determinants of FV intake. The objectives of this study were to compare FV intake among Norwegian 6th and 7th graders in 2001 and 2008, to explore potential mediated effects of accessibility and preferences on changes in FV over time, to explore whether these changes in FV intake was moderated by gender and/or SES and whether a moderated effect in FV intake was mediated by accessibility and preferences of FV. Methods The baseline survey of the Fruits and Vegetables Make the Marks project was conducted in 2001 at 38 randomly chosen schools in two Norwegian counties. A second survey was conducted at the same schools in 2008. A total of 27 schools participated in both surveys (2001 n = 1488, 2008 n = 1339). FV intake was measured by four food frequency questions (times/week) in a questionnaire which the pupils completed at school. SES was based on parents' reports of their own educational level in a separate questionnaire. The main analyses were multilevel linear regression analyses. Results A significant year*parental educational level interaction was observed (p = 0.01). FV intake decreased among pupils of parents with lower educational level (13.9 vs. 12.6 times/week in 2001 and 2008, respectively), but increased among pupils of parents with higher education (14.8 vs. 15.0 times/week, respectively). This increasing SES disparity in FV intake was partly mediated by an increasing SES disparity in accessibility and preferences over time, wherein children with higher educated parents had a steeper increase in accessibility and preferences over time than children with lower educated parents. The year*sex interaction was not significant (p = 0.54). Conclusions This study shows an increase in SES disparities in 6th and 7th graders FV intake from 2001 to 2008, partly mediated by an increasing SES disparity in accessibility and preferences of FV

Mediators of the effect of the JUMP-in intervention on physical activity and sedentary behavior in Dutch primary schoolchildren from disadvantaged neighborhoods.

<p>Abstract</p> <p>Background</p> <p>Important health benefits can be achieved when physical activity in children from low socio-economic status is promoted and sedentariness is limited. By specifying the mediating mechanisms of existing interventions one can improve future physical activity interventions. This study explored potential mediators of the long-term effect of the school-based multicomponent JUMP-in intervention on sport participation, outdoor play and screen time in Dutch primary schoolchildren from disadvantaged neighborhoods.</p> <p>Methods</p> <p>In total, 600 primary schoolchildren (aged 9.8 ± 0.7, 51% girls, 13% Dutch ethnicity, 35% overweight) from 9 intervention and 10 control schools were included in the analyses. JUMP-in was developed using Intervention Mapping, and targeted psychological and environmental determinants of physical activity. Outcome behaviors were self-reported sport participation, outdoor play, TV-viewing behavior and computer use. Potential mediators were self-reported psychological, social and physical environmental factors.</p> <p>Results</p> <p>JUMP-in was effective in improving sport participation after 20 months, but not in improving outdoor play, or reducing TV-viewing or computer time. JUMP-in was not effective in changing hypothesized mediators so no significant mediated effects could be identified. However, changes in self-efficacy, social support and habit strength were positively associated with changes in sport participation, and changes in social support, self-efficacy, perceived planning skills, enjoyment and habit strength were positively associated with changes in outdoor play. Changes in enjoyment was positively associated with changes in TV-viewing while parental rules were negatively associated. Having a computer in the bedroom and enjoyment were positively associated with changes in computer use, while changes in parental rules were negatively associated.</p> <p>Conclusions</p> <p>Besides a significant positive effect on sports participation, no significant intervention effect on outdoor play, screen time or any of the potential mediators was found. This suggest that other (unmeasured) factors operated as mediating mechanisms of the intervention, that we used unsuccessful intervention strategies, that the strategies were inappropriately implemented, or that children are unable to accurately recall past activities and cognitions. Additionally, the school setting might not be the sole channel to influence leisure time activities. Still, several personal and environmental constructs were found to be relevant in predicting change in sport participation, outdoor play and screen behavior and seem to be potential mediators. Future interventions are recommended including more effective strategies targeting these relevant constructs, addressing different constructs (e.g. pedagogic skills of parents), and focusing on different implementation settings.</p> <p>Trail registration</p> <p>ISRCTN17489378</p

Mediators of the effectiveness of a kindergarten-based, family-involved intervention on pre -s choolers' snacking behaviour: The ToyBox-study

ObjectiveThe present study aimed to explore the mediating role of family-related determinants on the effects of the ToyBox-intervention on pre-school children''s consumption of healthy and unhealthy snacks.DesignThe ToyBox-intervention was a kindergarten-based, family-involved intervention with a cluster-randomized design, aiming to promote healthy lifestyle behaviours to prevent obesity at pre-school age.SettingKindergartens (n 309) in six European countries.SubjectsA total of 6290 pre-schoolers and their families participated in the ToyBox-intervention in 2012-2013 and data from 5212 pre-schoolers/families were included in the current analyses.ResultsEven though the total effect of the ToyBox-intervention on healthy and unhealthy snacking was not significant, the ToyBox-intervention significantly improved parental rule setting on children''s unhealthy snack consumption (i.e. restriction of snacking while watching television and permission only at certain occasions) and parental consumption of unhealthy snacks, while it increased parental knowledge on snacking recommendations. Regarding healthy snacking, the ToyBox-intervention improved children''s attitude towards fruit and vegetables (F&V). All previously mentioned family-related determinants mediated the intervention effects on pre-schoolers'' consumption of healthy and unhealthy snacks. Almost all family-related determinants examined in the study were independently associated with pre-schoolers'' consumption of healthy and unhealthy snacks.ConclusionsThe intervention was effective in improving relevant family-related determinants. Interventions aiming to promote F&V consumption and limit the consumption of unhealthy snacks in pre-schoolers should target on these mediators, but also identify new family-, school- or peer-related determinants, to enhance their effectiveness

Changes in 10-12 year old's fruit and vegetable intake in Norway from 2001 to 2008 in relation to gender and socioeconomic status - a comparison of two cross-sectional groups

Background: Norwegian children and adolescents eat less than half of the recommended 5 portions of fruit and vegetables (FV) per day. Gender and socioeconomic disparities in FV consumption shows that boys and children of lower socioeconomic status (SES) eat less FV than girls and high SES children. We also know that accessibility and preferences has been identified as two important determinants of FV intake. The objectives of this study were to compare FV intake among Norwegian

Evaluatie van implementatie van VRIENDEN voor het leven.

Achtergrond en doelstelling. ‘VRIENDEN voor het Leven’ is een geïndiceerd preventief programma tegen angst en depressie bij basisscholieren. Binnen het onderzoek naar ‘VRIENDEN voor het Leven’ wordt zowel een effect- als een procesevaluatie uitgevoerd. Onderdeel van de procesevaluatie is het beoordelen of het programma is geïmplementeerd volgens protocol. Informatie over de kwaliteit van implementatie geeft inzicht in waarom een interventie wel of niet effectief blijkt te zijn. Deze presentatie bespreekt de methode en uitkomst van deze procesevaluatie. Methode. In het onderzoek starten ongeveer 35 VRIENDEN groepen op 22 Amsterdamse basisscholen. Eén groep bestaat uit 10 kinderen uit groep 6, 7 en 8 van één school en wordt begeleid door twee GGZ preventiewerkers. De kwaliteit van implementatie wordt in kaart gebracht middels observaties tijdens random gekozen bijeenkomsten. Aan de hand van een checklist worden de mate van het volgen van het protocol, trainer competentie en responsiviteit van kinderen op een 4-puntsschaal aangegeven. Resultaten. De resultaten van de eerste 7 geobserveerde groepen laten zien dat het programma grotendeels volgens protocol wordt uitgevoerd. Veranderingen in het protocol worden gedaan om praktische redenen en om het programma aantrekkelijker te maken voor de deelnemers. Tussen de trainers zijn enkele verschillen in competenties te zien. Responsiviteit van kinderen is hoog. De inter-beoordelaarbetrouwbaarheid van het instrument lijkt goed. Discussie en conclusie(s). De eerste resultaten laten zien dat de kwaliteit van implementatie van ‘VRIENDEN voor het Leven’ goed is. De mate van het volgen van het protocol is goed in kaart te brengen met het meetinstrument. Trainer competentie en responsiviteit van kinderen zijn moeilijker te beoordelen. De ervaringen met de checklist en mogelijke knel- en verbeterpunten worden interactief met het publiek bediscussieerd. (aut. ref.