Progress 07/01/12 to 06/30/14
Outputs
Target Audience: The Family Fitness Program curriculum was expanded to include three new lesson plans, including Culinary Skills in Action, Family Menu Planning, and Grocery Shopping. Each lesson plan was developed based on a review of literature within the specific learning area (i.e., culinary skills, menu planning, grocery shopping), a review of any existing cooperative extension materials or programs, and consideration of the guiding principles of the Dietary Guidelines for Americans, 2010. Lesson and learning objectives were established and discussion, activity and lesson materials, including handouts, were created for each of the three lesson topics. The Culinary Skills in Action lesson required two sessions, while the Family Menu Planning and Grocery Shopping lessons each required one separate session. Content validity of each new lesson was conducted. Eight experts, including six registered dietitians, one chef, and one nutrition educator, representing university, extension, public health, nutrition education, governmental regulation and federal policy implementation, culinary skills, and food industry and commodity group research, education and development practice areas, provided written evaluations of each lesson. Modifications were made as recommended before pilot testing. Each lesson was subsequently pilot tested with groups of children and adolescents (i.e., youth), ages 11 to 14 years. Sixth- and seventh-grade girls and boys were recruited to participate in pilot tests. Youths who participated were mostly girls from families of middle and upper income residing in communities of 68,000 to 125,000 residents. Parents of youths participated in the Grocery Shopping lesson, as required by this lesson. The pilot tests included formal classroom instruction, experiential learning, and curriculum development. During pilot tests, a process observer evaluated the lesson for dose, reach, and fidelity. Checklists were used to document process measures. Finally, each lesson ended with a focus group of youths (and parents for Grocery Shopping) who participated in the pilot test. These focus groups were conducted by the primary instructor of the lesson and attended by a recorder. Focus groups were recorded and transcribed and process evaluations and qualitative data were used to refine the lessons. Assessment tools and outcome measures to be used for these new lessons and for the overall 12-week program also were tested. Forty-two youth-parent dyads completed baseline questionnaires, and 36 pairs completed the follow-up questionnaire. Questionnaires were developed, using Social Cognitive Theory as the framework, to evaluate self-efficacy, self-regulation, social/family support, and outcome expectations for the guidling principles of the Dietary Guidelines for Americans, 2010. Questionnaires were found to have high internal consistency and reliability in this small sample of youths and their parents. Rater fatigue was identified as a concern. Changes/Problems: The primary location of the project will be moved to the University of Illinois, Urbana-Champaign, due to the transfer of the Project Director to the University of Illinois. What opportunities for training and professional development has the project provided? The Project Director worked one-on-one with one doctoral-level and one masters-level students to facilitate completion of their degrees. These individuals participated in curriculum development, human research participants training, delivery and evaluation of pilot testing of curriculum and lessons, and preparation of abstracts and reports. In addition, the Co-Director consulted with the doctoral-level trainee on curriculum development guidance. These three students all graduated from The Pennsylvania State University in August 2013. How have the results been disseminated to communities of interest?
Nothing Reported
What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
1) Major activities completed involve expansion of the Family Fitness Program to include three additional lessons, specifically Culinary Skills in Action (two-sessions), Family Menu Planning (one session), and Grocery Shopping (one session). The assessment tools and outcome measures for the expanded curriculum have been created. These lessons have been evaluated for content validity and have been pilot tested in the adult-led education mode and have been found to be feasible and effective lessons for children and adolescents, ages 11 to 14 years. Focus groups were conducted with pilot test participants to gain additional feedback regarding final refinements to the lessons. Questionnaires for evaluation of mediators of behavior change in following principles of the Dietary Guidelines for Americans, 2010, have been pilot tested and evaluated. Some of the program materials and supplies for the implementation phase of the overall project have been purchased. 2) Specific objectives met include partial achievement of Objective #3. Based on pilot testing of the new lesson plan on Culinary Skills in Action, youths reported an increase in self-efficacy and outcome expectations after participating in the two- session lesson that was delivered by an adult. In addition, youths reported an increase in self-efficacy, social/family support, and outcome expectations after participation in the adult-delivered lessons on Family Menu Planning and Grocery Shopping. These findings suggest that these new lessons are appropriate to incorporate into the Family Fitness Program and will offer additional benefits to participants. In addition, Objective #4 was partially met. One doctoral-level trainee and two masters-level trainees have been educated and trained in cross-disciplinary research, including in the nutritional sciences, nutrition education, and cooperative extension. Objective #6 has been partially met. Portions of the RE-AIM framework have been evaluated during pilot testing of the new lesson plans. Reach is good and efficacy appears achievable, based on pilot testing of the new lesson plans. Objective #7 has been partially met. The three new lesson plans have been pilot tested for expansion of the Family Fitness Program. While these lessons will be incorporated into the Family Fitness Program for purposes of the PAWS Club project, the Project Director and Co-Project Director have determined that these new lessons also are important as stand-alone programs. These lessons will be further developed into individual, stand-alone lesson plans that may be used for youths, adults, and families. 3) Significant results achieved, including major findings, developments, or conclusions (both positive and negative) include that the Culinary Skills in Action, Family Menu Planning, and Grocery Shopping lessons are feasible to deliver to youths (and parents, Grocery Shopping). Pilot testing of these lessons demonstrated that youths learned new life skills, including knife skills and kitchen equipment skills (Culinary Skills in Action lesson), food choice and resource management (i.e., time and money) skills (Family Menu Planning lesson), and food selection and purchasing skills (Grocery Shopping lesson). Youths in the pilot studies became aware of new methods of cutting, slicing, and cooking fruits and vegetables. Awareness of family schedules and time spent in family meal planning and shopping to make healthy foods available and accessible to children and adolescents also increased in pilot study participants. Individuals self-reported a desire to make healthier choices about food preparation and selection at home, at school, and with their peers. Physical activities, including jumping rope, dancing, jogging in place, and stretching exercises, were included in each lesson; consequently, participants engaged in healthy physical activity behaviors. 4) Key outcomes or other accomplishments realized involve creation of valid lessons for inclusion in the Family Fitness Program to expand this curriculum from a 9-week to 12-week program that will be used in the PAWS Club programs. Trainees were educated in the broad area of childhood obesity prevention. Goals not yet met include Objectives #1, #2, and #5. These are long-term objectives of the overall program that will be achieved in the middle and later years of the 5-year project. In addition, complete attainment of Objectives #3, #4, #6, and #7 will continue to be accomplished during the next two to three years of the 5-year project.
Publications
- Type:
Journal Articles
Status:
Under Review
Year Published:
2013
Citation:
Nelson SA, Nickols-Richardson SM. A systematic review of peer nutrition education in childhood and adolescence. Health Behavior and Policy Review. In review.
|
Progress 07/01/12 to 06/30/13
Outputs
Target Audience: The Family Fitness Program curriculum was expanded to include three new lesson plans, including Culinary Skills in Action, Family Menu Planning, and Grocery Shopping. Each lesson plan was developed based on a review of literature within the specific learning area (i.e., culinary skills, menu planning, grocery shopping), a review of any existing cooperative extension materials or programs, and consideration of the guiding principles of the Dietary Guidelines for Americans, 2010. Lesson and learning objectives were established and discussion, activity and lesson materials, including handouts, were created for each of the three lesson topics. The Culinary Skills in Action lesson required two sessions, while the Family Menu Planning and Grocery Shopping lessons each required one separate session. Content validity of each new lesson was conducted. Eight experts, including six registered dietitians, one chef, and one nutrition educator, representing university, extension, public health, nutrition education, governmental regulation and federal policy implementation, culinary skills, and food industry and commodity group research, education and development practice areas, provided written evaluations of each lesson. Modifications were made as recommended before pilot testing. Each lesson was subsequently pilot tested with groups of children and adolescents (i.e., youth), ages 11 to 14 years. Sixth- and seventh-grade girls and boys were recruited to participate in pilot tests. Youths who participated were mostly girls from families of middle and upper income residing in communities of 68,000 to 125,000 residents. Parents of youths participated in the Grocery Shopping lesson, as required by this lesson. The pilot tests included formal classroom instruction, experiential learning, and curriculum development. During pilot tests, a process observer evaluated the lesson for dose, reach, and fidelity. Checklists were used to document process measures. Finally, each lesson ended with a focus group of youths (and parents for Grocery Shopping) who participated in the pilot test. These focus groups were conducted by the primary instructor of the lesson and attended by a recorder. Focus groups were recorded and transcribed and process evaluations and qualitative data were used to refine the lessons. Assessment tools and outcome measures to be used for these new lessons and for the overall 12-week program also were tested. Forty-two youth-parent dyads completed baseline questionnaires, and 36 pairs completed the follow-up questionnaire. Questionnaires were developed, using Social Cognitive Theory as the framework, to evaluate self-efficacy, self-regulation, social/family support, and outcome expectations for the guidling principles of the Dietary Guidelines for Americans, 2010. Questionnaires were found to have high internal consistency and reliability in this small sample of youths and their parents. Rater fatigue was identified as a concern. Changes/Problems: 1. If USDA/NIFA is agreeable to a change in the primary site, the project will be moved to the University of Illinois, Urbana-Champaign (UIUC), as of July 1, 2013. The intervention phase of the project will be carried out in Urbana and Champaign, IL, and surrounding areas. The reason for this change is that the Project Director has accepted the position of Professor and Head of Food Science and Human Nutrition at the UIUC. The Project Director and Co-Director have mutually agreed that the benefit of this location change is the more diverse population in the Urbana, Champaign and surrounding areas compared to State College, PA. The population density also is greater in central IL compared to central PA. The UIUC holds the I-TOPP training grant, and so supporting objectives in education will be able to be carried out at the UIUC. Due to the start (July 1, 2012) and end (June 30, 2013) dates of the project and the timing of the Project Director's transition, there may be an approximate 2-month delay in activities planned for year two. This is anticipated due to the need to transfer the Institutional Review Board for Research Involving Human Subjects protocols to the UIUC and area middle schools. 2. Due to the upcoming transfer of the Project Director to the UIUC, not all of the supplies and materials assigned for purchase in year one have been acquired. It is requested that the approximate $28,000 for supplies and materials not expended in year one required to support activities in years two, three, and four be carried over to year two. This will prevent shipping costs required to have materials moved to the UIUC site. Items will be purchased early in year two at the UIUC location for use in years two, three, and four. 3. Travel funds were not expended, due to the inability of external advisory board members to attend on-site meetings. Due to the start (July 1, 2012) and end date (June 30, 2013), travel funds were not expended by the Project Director for the annual Project Directors meeting. It is requested that approximately $3,500 for travel be carried over to year two to support the travel expenses of the Project Director to attend the Society for Nutrition Education and Behavior annual meeting in August, 2013, in Portland, OR, where the Project Directors will meet. 4. Due to the upcoming transfer of the Project Director to the UIUC, current Graduate Assistants working with the project elected not to transfer to the UIUC. This allows a restructuring of the personnel involved in the project. If USDA/NIFA is agreeable, the project will continue to have a Director (Nickols-Richardson), Co-Director (Corbin), Co-Investigator (Cox) [sub-contract with Penn State will be established for Corbin and Cox], and two Graduate Assistants (to be named at the UIUC). The requested change is to convert two Co-Investigator and one Graduate Assistant positions into one Research Coordinator. This individual will have primary responsibilities for coordinating day-to-day activities of the project, communicating with schools, recruiting peer- and adult-educators, and overseeing various managerial operations of the project. In summary, major changes include a requested transfer of primary site from Penn State to the University of Illinois, Urbana-Champaign; carry forward of approximately $31,500 to year two in addition to the current budget request for year two; and restructuring of personnel to better fit the implementation needs of the project. What opportunities for training and professional development has the project provided? The Project Director worked one-on-one with one doctoral-level and one masters-level students to facilitate completion of their degrees. These individuals participated in curriculum development, human research participants training, delivery and evaluation of pilot testing of curriculum and lessons, and preparation of abstracts and reports. In addition, the Co-Director consulted with the doctoral-level trainee on curriculum development guidance. How have the results been disseminated to communities of interest?
Nothing Reported
What do you plan to do during the next reporting period to accomplish the goals? 1. In the next reporting period, the primary location of the project is requested to be allowed to move to the University of Illinois, Urbana-Champaign (UIUC). The Project Director is transferring to UIUC, and the Project Director and Co-Director have mutually agreed that the project should transfer, if USDA/NIFA is amenable to this site change. A substantial benefit of this location change is that the demographic base of middle schools in the Urbana-Champaign, IL, and surrounding areas is much more racially/ethnically and socioeconomically diverse, compared to State College, PA. In addition, UIUC holds the I-TOPP training grant, a USDA-funded training grant in childhood obesity prevention. The Project Director of the I-TOPP grant is agreeable to supporting and integrating activities of the PAWS Club program into activities of trainees of the I-TOPP grant. 2. In the next reporting period, the personnel structure of the project will be modified, if USDA/NIFA is amenable to this change. The project will continue to have a Director (Nickols-Richardson) and Co-Director (Corbin), along with one Co-Investigator (Cox) and two Graduate Assistants. Two Co-Investigator and one Graduate Assistant positions will be converted into a Research Coordinator position to serve as the point-person for schools and outreach efforts and coordination. This change will greatly enhance implementation efforts required in year 2. In the current reporting period, recruitment and training of adult- and peer-educators was not completed as expected. This was due in part to issues with recruiting participants for the pilot testing of the new lessons. Completion of pilot testing to ensure that these additional components of the 12-week Family Fitness Program were appropirate for inclusion was required before moving forward with training of adult- and peer-educators. Use of a full-time Research Coordinator will streamline such activities. 3. In the next reporting period, adult- and peer-educators will be trained in the Family Fitness Program. PAWS Club participants will be recruited, and the program will be implemented. Baseline and follow-up data collection will occur for the initial adult- vs. peer-education programs. Database management will begin.
Impacts
What was accomplished under these goals?
1) Major activities completedinvolve expansion of the Family Fitness Program to include three additional lessons, specifically Culinary Skills in Action (two-sessions), Family Menu Planning (one session), and Grocery Shopping (one session). The assessment tools and outcome measures for the expanded curriculum have been created. These lessons have been evaluated for content validity and have been pilot tested in the adult-led education mode and have been found to be feasible and effective lessons for children and adolescents, ages 11 to 14 years. Focus groups were conducted with pilot test participants to gain additional feedback regarding final refinements to the lessons. Questionnaires for evaluation of mediators of behavior change in following principles of the Dietary Guidelines for Americans, 2010, have been pilot tested and evaluated. Some of the program materials and supplies for the implementation phase of the overall project have been purchased. 2) Specific objectives metinclude partial achievement ofObjective #3. Based on pilot testing of the new lesson plan on Culinary Skills in Action, youths reported an increase in self-efficacy and outcome expectations after participating in the two-session lesson that was delivered by an adult. In addition, youths reported an increase in self-efficacy, social/family support, and outcome expectations after participation in the adult-delivered lessons on Family Menu Planning and Grocery Shopping. These findings suggest that these new lessons are appropriate to incorporate into the Family Fitness Program and will offer additional benefits to participants. In addition,Objective #4 was partially met. One doctoral-level trainee and two masters-level trainees have been educated and trained in cross-disciplinary research, including in the nutritional sciences, nutrition education, and cooperative extension.Objective #6 has been partially met. Portions of the RE-AIM framework have been evaluated during pilot testing of the new lesson plans. Reach is good and efficacy appears achievable, based on pilot testing of the new lesson plans.Objective #7 has been partially met. The three new lesson plans have been pilot tested for expansion of the Family Fitness Program. While these lessons will be incorporated into the Family Fitness Program for purposes of the PAWS Club project, the Project Director and Co-Project Director have determined that these new lessons also are important as stand-alone programs. These lessons will be further developed into individual, stand-alone lesson plans that may be used for youths, adults, and families. 3) Significant results achieved, including major findings, developments, or conclusions (both positive and negative)include that the Culinary Skills in Action, Family Menu Planning, and Grocery Shopping lessons are feasible to deliver to youths (and parents, Grocery Shopping). Pilot testing of these lessons demonstrated that youths learned new life skills, including knife skills and kitchen equipment skills (Culinary Skills in Action lesson), food choice and resource management (i.e., time and money) skills (Family Menu Planning lesson), and food selection and purchasing skills (Grocery Shopping lesson). Youths in the pilot studies became aware of new methods of cutting, slicing, and cooking fruits and vegetables. Awareness of family schedules and time spent in family meal planning and shopping to make healthy foods available and accessible to children and adolescents also increased in pilot study participants. Individuals self-reported a desire to make healthier choices about food preparation and selection at home, at school, and with their peers. Physical activities, including jumping rope, dancing, jogging in place, and stretching exercises, were included in each lesson; consequently, participants engaged in healthy physical activity behaviors. 4) Key outcomes or other accomplishments realized involve creation of valid lessons for inclusion in the Family Fitness Program to expand this curriculum from a 9-week to 12-week program that will be used in the PAWS Club programs. Trainees were educated in the broad area of childhood obesity prevention. Goals not yet met include Objectives #1, #2, and #5. These are long-term objectives of the overall program that will be achieved in the middle and later years of the 5-year project. In addition, complete attainment of Objectives #3, #4, #6, and #7 will continue to be accomplished during the next two to three years of the 5-year project.
Publications
- Type:
Journal Articles
Status:
Under Review
Year Published:
2013
Citation:
Nelson SA, Nickols-Richardson SM. A systematic review of peer nutrition education in childhood and adolescence: a summary of the science and direction for the future. J Acad Nutr Diet. 2012-2013. (Revisions requested and submitted). In review.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2013
Citation:
Nelson SA, Corbin MA, Nickols-Richardson SM. Instrument testing of behavior change questionnaires for the PAWS Club: Peer-education About Weight Steadiness study. FASEB J. 2013;27:626.9. (Poster presentation). Experimental Biology, Boston, MA. April 2013.
- Type:
Theses/Dissertations
Status:
Accepted
Year Published:
2013
Citation:
Nelson SA. Development and evaluation of lessons and psychometric tools for peer-led nutrition education interventions in childhood and adolescence. Unpublished Dissertation. The Pennsylvania State University, University Park, PA. May 2013.
- Type:
Theses/Dissertations
Status:
Other
Year Published:
2013
Citation:
Graziose MM. Development and process evaluation of an in-store grocery shopping lesson for adolescents and their parents. Unpublished Thesis. The Pennsylvania State University, University Park, PA. June 2013.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2013
Citation:
Nickols-Richardson SM, Nelson SA, Graziose MM, Scoular KM, Corbin MA. Basic culinary and cooking skills: pilot testing of a hands-on intervention. (Poster presentation). To be presented at the Society for Nutrition Education and Behavior Annual Meeting, Portland, OR. August 2013.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2013
Citation:
Nickols-Richardson SM, Nelson SA, Graziose MM, Scoular KM, Corbin MA. Family menu planning: pilot testing of an interactive nutrition education intervention. (Poster presentation). To be presented at the Society for Nutrition Education and Behavior Annual Meeting, Portland, OR. August 2013.
- Type:
Journal Articles
Status:
Accepted
Year Published:
2013
Citation:
Nelson SA, Corbin MA, Nickols-Richardson SM. A call for culinary skills education in childhood obesity prevention interventions: current status and peer influences. J Acad Nutr Diet. 2013. In press.
|