Sweet As . . . Sucralose: The Pros and Cons of Artificial Sweeteners

This fact sheet is a basic overview of artificial sweeteners, including what they are, why they are popular, and how they affect health. It is specifically intended for people with diabetes, individuals interested in lowering caloric intake, and other consumers wondering whether or not they should be worried about using artificial sweeteners

What Does Self-Reported Likability for Fruit and Vegetables Tell Us About Skin Carotenoid Levels?

In most cases, individuals who have a higher likeability of fruits and vegetables will consume more and reap health-related benefits because of it. However, other factors influence how the body digests, absorbs, and metabolizes the beneficial nutrients found in fruits and vegetables. Biomarkers, like carotenoids are measurable indicators of some biological state or condition. They can be helpful in understanding the relationships between dietary intake of nutrients and the other factors that may influence how a nutrient is being used in the body. Other factors known to influence skin carotenoids include body composition, exposure to environmental pollutants, or illness. Carotenoids give the bright red, orange, and yellow hues to many commonly consumed fruits and vegetables and can be used to track overall fruit and vegetable intake in an individual. Carotenoids are powerful antioxidant agents with properties that lower your risk of cardiovascular diseases, diabetes, and certain types of cancer. They also improve vision and skin protection

Effects of the FIT Game on Physical Activity in Sixth Graders: A Pilot Reversal Design Intervention Study

Background: The FIT Game is a low-cost intervention that increases fruit and vegetable consumption in elementary school children. For this study, the FIT Game was adapted into an intervention designed to increase children’s physical activity at school. Objective: We aimed to evaluate if the FIT Game could increase children’s physical activity relative to their baseline levels. Methods: A total of 29 participants were recruited from a sixth-grade classroom. An ABAB reversal design was used. Participants wore an accelerometer while at school during pre/postintervention baseline (A) and intervention (B) phases. During the FIT Game intervention, daily physical activity goals encouraged the class to increase their median daily step count above the 60th percentile of the previous 10 days. When daily goals were met, game-based accomplishments were realized. Results: Children met their activity goals 80% of the time during the intervention phases. Physical activity at school increased from a median of 3331 steps per day during the baseline to 4102 steps during the FIT Game phases (P Conclusions: Preliminary evidence showed that playing the FIT Game could positively influence children’s physical activity at school

Prevalence of Low Energy Availability in Collegiate Female Runners and Implementation of Nutrition Education Intervention

Objective: This study examined the prevalence of low energy availability in a sample of female collegiate athletes (N=25) then delivered nutrition education related to the female athlete triad and assessed change in knowledge and dietary behaviors. Methods: Average energy intake was assessed pre- and post-education using Automated Self-Administered 24- Hour Dietary Recalls. We assessed body composition with multiple-site skinfold measures. Energy expenditure was assessed with accelerometers and a physical activity diary over a 3-day period. A 73-item questionnaire was used to assess knowledge and behavior changes. Results: At baseline, 92% had an index of energy availability /kg of fat free mass/day. 40% of participants were amenorrheic, and 32% had a history of stress fractures. There was an increase in summed nutrition knowledge, post-nutrition education (p=0.001), but no increase in caloric intake (p=0.979). Conclusion: Low energy availability was common in this sample of female collegiate track athletes, but did not improve with a targeted intervention

Nutrition and Dietetic Students\u27 Vitamin and Mineral Knowledge and Concurrent Learning and Retention Strategies

Background: The functions, food sources, deficiency symptoms, and toxicity symptoms are important for dietetic professionals to know and apply to community, food service, and clinical settings. Purpose: To assess nutrition and dietetic students\u27 knowledge of vitamins and minerals and identify students\u27 strategies for learning and retaining vitamin and mineral information. Methodology: Students from three universities in the western United States were invited to participate in cross-sectional study. Participants completed a brief questionnaire that included multiple choice and short answer questions to assess their knowledge of a representative list of 8 vitamins and minerals. The questionnaire also included free-response questions about strategies for retention of vitamin/mineral information. Two researchers independently reviewed responses and identified themes. Results: Students\u27 scores on multiple-choice vitamin/mineral questions suggested that they had difficulty remembering details regarding vitamins and minerals. Three themes were identified as common study strategies for learning vitamin and mineral content: repetition, mnemonic devices, and personal application. Conclusions: These findings suggest that further research assessing the increased use of repetition, mnemonic devices, and especially personal application in dietetics education curriculum are warranted

Change in diet, physical activity, and body weight among young-adults during the transition from high school to college

<p>Abstract</p> <p>Background</p> <p>The freshmen year of college is likely a critical period for risk of weight gain among young-adults.</p> <p>Methods</p> <p>A longitudinal observational study was conducted to examine changes in weight, dietary intake, and other health-related behaviors among first-year college students (n = 186) attending a public University in the western United States. Weight was measured at the beginning and end of fall semester (August – December 2005). Participants completed surveys about dietary intake, physical activity and other health-related behaviors during the last six months of high school (January – June 2005) in August 2005 and during their first semester of college (August – December 2005) in December 2005.</p> <p>Results</p> <p>159 students (n = 102 women, 57 men) completed both assessments. The average BMI at the baseline assessment was 23.0 (standard deviation (SD) 3.8). Although the average amount of weight gained during the 15-week study was modest (1.5 kg), 23% of participants gained ≥ 5% of their baseline body weight. Average weight gain among those who gained ≥ 5% of baseline body weight was 4.5 kg. Those who gained ≥ 5% of body weight reported less physical activity during college than high school, were more likely to eat breakfast, and slept more than were those who did not gain ≥ 5% of body weight.</p> <p>Conclusion</p> <p>Almost one quarter of students gained a significant amount of weight during their first semester of college. This research provides further support for the implementation of education or other strategies aimed at helping young-adults entering college to achieve or maintain a healthy body weight.</p