Increasing Household Diet Diversity and Food Security in Rural Rwanda Using Small-Scale Nutrition-Sensitive Agriculture: A Community-Engaged Proof-of-Concept Study.

Malnutrition and food insecurity remain high in rural Rwanda, where residents consume a low-diversity diet provided through subsistence farming. Agricultural interventions using kitchen gardens may improve diet diversity in some populations. However, little is known about their efficacy when developed using community-based participatory research in combination with nutrition education focused on the empowerment of women. The objective of this study was to develop and implement a kitchen garden and nutrition education intervention using a community-engaged model and examine its impact on household diet diversity and food security. Using a mixed methods community-level design, we assessed a 16-week intervention implemented in Cyanika, Rwanda. Stratified purposeful sampling was used to select women participants representing 42 households. Household diet diversity scores (HHDS) and hunger scores were calculated at the baseline, post-intervention and one-year follow-up. HDDS increased after intervention from a pre-intervention intake of 2.59 [1.3] food groups/day, to 4.85 [1.6] at four months post-intervention and at one year post-intervention, reaching 5.55 [1.3]. There were no significant changes in household hunger scores. Our results indicate that collaborative community-engaged nutrition-sensitive agricultural interventions can increase household diet diversity; however, future work should explore whether this type of intervention strategy can lead to sustained changes and impact nutritional adequacy in this population.

Fourth-Grade Cooking and Physical Activity Intervention Reveals Associations With Cooking Experience and Sex.

OBJECTIVE: Examine the impact of Fuel for Fun: Cooking with Kids Plus Parents and Play (FFF) on children's culinary self-efficacy, attitude, fruit and vegetable (FV) preferences, physical activity (PA), and body mass index. DESIGN: Randomized controlled trial. SETTING: Eight elementary schools in 2 Northern Colorado districts. PARTICIPANTS: Fourth-grade students; 7-month interventions: school (S.FFF)-theory-based cooking + tasting lessons, active recess, lesson-driven cafeteria promotions; or school + family (S+F.FFF) with added family nights and home activities. MAIN OUTCOME MEASURE(S): Cooking self-efficacy and attitudes, FV preferences, PA, and measured height/weight. ANALYSIS: Individual outcomes nested by classroom, school, and district and assessed > 12 months with repeated measures controlled by sex and baseline cooking experience, with a significance level of P < 0.05. RESULTS: The sample included 1,428 youth, 38 teachers, 4 cohorts, 50% boys, 75% White, and 15% Hispanic. No intervention effect was observed. Those who cooked retained higher self-efficacy, attitude, and FV preferences (P < 0.001). Girls reported higher self-efficacy and attitude than boys. Moderate-to-vigorous PA and metabolic equivalent minutes increased for all students; boys retained higher levels (P < 0.001). Body mass index percentile remained stable. CONCLUSIONS AND IMPLICATIONS: Cooking and sex were associated with all outcome measures and should be considered for intervention tailoring. Treatment impacts were not evident nesting by classroom, school, and district. Accurate assessment of school-based interventions requires rejecting student independence from group assignment assumptions.

Fuel for Fun Process Evaluation Reveals Strong Implementation and Approval with Varied Parent Engagement.

OBJECTIVE: To describe the implementation and process characteristics of Fuel for Fun: Cooking with Kids Plus Parents and Play (FFF). DESIGN: Mixed methods. SETTING: Elementary schools in 2 Northern Colorado school districts. PARTICIPANTS: Fourth graders (aged 9-11 years), parents, school staff, and implementation researchers; measured over 2 consecutive years in 8 schools (851 students, 45 classrooms). INTERVENTION(S): Social Cognitive and active learning theory-based classroom cooking with tasting lessons, active recess games, cooking with tasting food promotion during school lunch, family nights, and take-home intervention reinforcements. A 7-month program delivered by a trained intervention team. MAIN OUTCOME MEASURE(S): Implementation measures (observations and debriefings) assessed context, reach, dose delivered, fidelity, and dose received; process measures (surveys) assessed student and parent perceptions and intervention participation. ANALYSIS: Descriptive statistics for quantitative and themes for qualitative data. RESULTS: Minor adjustments in program delivery plans were required to accommodate changes in school schedules and policies. Process measures demonstrated > 90% achievement of goals for nearly all child-centered activities. One-quarter of eligible families participated in evening events, with strong parent and student approval. Fifty out of 116 parents (43%) completing an online survey reported preparing ≥ 1 of 5 recipes with their child. Fifty-nine percent of eligible students completed >1 of 10 take-home activity sheets with their parents. CONCLUSIONS AND IMPLICATIONS: Engagement and commitment of the intervention team and school staff supported strong implementation. Participant responses were positive, but improvement in parent engagement requires investigation.

Development of EFNEP and SNAP-Ed Core Competencies in the Land-Grant University System.

This report describes the development and revision of core competencies for the Expanded Food and Nutrition Education Program and Supplemental Nutrition Assistance Program-Education program leaders, supervisors, and paraprofessional educators across the land-grant university system. The developing curriculum methodologies were used to engage panels of exemplary employees and an advisory panel of program leaders. A crosswalk examined key documents, and a gap analysis explored the competencies of similar professions. The resulting job duties and tasks reflect cultural, environmental, and educational trends. The core competencies are critical for writing job descriptions, guiding hiring, evaluating performance, and providing initial and ongoing training for the Expanded Food and Nutrition Education Program and Supplemental Nutrition Assistance Program-Education.

Partnerships and Community Engagement Key to Policy, Systems, and Environmental Achievements for Healthy Eating and Active Living: a Systematic Mapping Review.

INTRODUCTION: Policy, systems, and environmental (PSE) change approaches frequently address healthy eating and active living (HEAL) priorities. However, the health effects of PSE HEAL initiatives are not well known because of their design complexity and short duration. Planning and evaluation frameworks can guide PSE activities to generate collective impact. We applied a systematic mapping review to the Individual plus PSE Conceptual Framework for Action (I+PSE) to describe characteristics, achievements, challenges, and evaluation strategies of PSE HEAL initiatives. METHODS: We identified peer-reviewed articles published from January 2009 through January 2021 by using CINAHL, Web of Science, MEDLINE, PsycINFO, and CAB Abstracts databases. Articles describing implementation and results of PSE HEAL initiatives were included. Activities were mapped against I+PSE components to identify gaps in evaluation efforts. RESULTS: Independent reviewers examined 437 titles and abstracts; 52 peer-reviewed articles met all inclusion criteria. Twenty-four focused on healthy eating, 5 on active living, and 23 on HEAL. Descriptive analyses identified federal funding of initiatives (typically 1-3 years), multisector settings, and mixed-methods evaluation strategies as dominant characteristics. Only 11 articles reported on initiatives that used a formal planning and evaluation framework. Achievements focused on partnership development, individual behavior, environmental or policy changes, and provision of technical assistance. Challenges included lack of local coalition and community engagement in initiatives and evaluation activities and insufficient time and resources to accomplish objectives. The review team noted vague or absent descriptions of evaluation activities, resulting in questionable characterizations of processes and outcomes. Although formation of partnerships was the most commonly reported accomplishment, I+PSE mapping revealed a lack of engagement assessment and its contributions toward initiative impact. CONCLUSION: PSE HEAL initiatives reported successes in multiple areas but also challenges related to partnership engagement and community buy-in. These 2 areas are essential for the success of PSE HEAL initiatives and need to be adequately evaluated so improvements can be made.

Implementation of an Individual + Policy, System, and Environmental (I + PSE) Technical Assistance Initiative to Increase Capacity of MCH Nutrition Strategic Planning.

INTRODUCTION: Childhood obesity disproportionately affects low-income women, children, racial/ethnic minorities, and rural populations. To effectively promote sustainable change, healthy eating and active living initiatives should apply individual plus policy, systems, and environmental (I + PSE) approaches. METHODS: Four public health maternal and child nutrition teams selected through an application process participated in 12 months of technical assistance (TA) to develop action plans incorporating I + PSE in nutrition programming. TA included: (1) online modules; (2) community of practice (CoP) meetings; and (3) individual coaching sessions. Teams completed midpoint and endpoint surveys to assess TA knowledge and process outcomes. Semi-structured, in-depth interviews conducted post TA were transcribed and content analysis used to characterize themes and sub-themes. RESULTS: Facilitators to implementing I + PSE approaches included TA delivery through online modules, participation in the CoP, and individual coaching to address barriers to implementation and leadership support. Barriers were time and funding limitations, working in isolation, and lack of infrastructure and self-efficacy. Co-learning helped TA teams overcome stagnancy and promote development of creative solutions. Teams recognized relationship-building as integral to systems development. DISCUSSION: Lessons learned occurred across three main areas: relationships, capacity-building, and barriers encountered. Relationship formation takes time and is often not recognized as an asset impacting public health programing. Relationship direction - upstream, downstream, and lateral - affects ability to build organizational and systems capacity. While this study includes a small number of public health nutrition teams, this practice-based research highlights the value of I + PSE TA to tackle complex problems, with reciprocal, multisectoral support to enhance public health nutrition program impact.

Quantifying parent engagement in the randomized Fuel for Fun impact study identified design considerations and BMI relationships.

BACKGROUND: Parent participation in children's health interventions is insufficiently defined and measured. This project quantified parent participation to enable future examination with outcomes in an intervention focused on 4th graders, aged 9-11 years, and their families living in northern Colorado. METHODS: Indices were developed to measure type (Parent Participation Profile; PPP) and intensity (Parent Engagement Intensity; PEI) of engagement in Fuel for Fun (FFF), an asymmetric school-and family-based intervention for 4th graders. Study arm-specific participation opportunities were catalogued and summed to calculate the PPP. An algorithm considered frequency, effort, convenience, and invasiveness of each activity to calculate PEI. Indices were standardized (0-100%) using study arm-specific divisors to address asymmetric engagement opportunities. Parents who completed ≥75% of the PPP were defined as Positive Deviants. Youth height and weight were measured. Youth BMI percentile change was compared with parent Positive Deviant status using general linear modeling with repeated measures that included the participation indices. RESULTS: Of 1435 youth, 777 (54%) had parent participation in at least one activity. Standardized means were 41.5 ± 25.4% for PPP and 27.6 ± 20.9% for PEI. Demographics, behaviors or baseline FFF outcomes did not differ between the Positive Deviant parent (n = 105) and non-Positive Deviant parents (n = 672); but more Positive Deviant parents followed an indulgent feeding style (p = 0.015). Standardized intensity was greater for Positive Deviant parents; 66.9 ± 20.6% vs 21.5 ± 12.7% (p < 0.001) and differences with non-Positive Deviant parents were related to activity type (p ≤0.01 for six of eight activities). Standardized participation intensity was associated with engagement in a greater number of standardized activity types. Among participating parents, standardized intensity and breadth of activity were inversely related to the youth BMI percentile (n = 739; PEI r = -0.39, p < 0.001; PPP r = -0.34, p < 0.001). Parent engagement was not associated with parent BMI change. CONCLUSIONS: An activity-specific intensity schema operationalized measurement of parent engagement in a complex, unbalanced research design and can serve as a template for more sensitive assessment of parent engagement. Positive deviance in parent engagement was not a function of personal, but rather activity characteristics. PPP and PEI increased with fewer requirements and convenient, novel, and personalized activities. Parent engagement indices affirmed lower engagement by parents of overweight/obese youth and concerns about target reach.

A Systems Examination of Food Packaging and Other Single-Use Item Waste in School Nutrition Programs.

OBJECTIVE: Identify types of food packaging used in school nutrition programs and competing priorities, barriers, and facilitators for sustainable packaging waste use and recovery. DESIGN: Qualitative interviews (n = 20) and structured kitchen observations were conducted. SETTING: Data were collected from 3 school districts in Northern Colorado. PARTICIPANTS: Three nutrition program directors, 14 kitchen managers, and 3 sustainability staff. PHENOMENON OF INTEREST: Barriers and facilitators for sustainable food packaging waste practices among school nutrition programs. ANALYSIS: Interviews were recorded and transcribed, followed by inductive content analysis to identify themes. RESULTS: Commonly used food packaging included cardboard, aluminum, paper, plastic, and styrofoam. Four competing priorities were identified as impacting school nutrition programs' ability to reduce or recover food packaging: serving line speed, labor, food quality, and cost. One key barrier was that school staff had difficulty understanding the total system impact of their food packaging use and recovery decisions. CONCLUSIONS AND IMPLICATIONS: Food packaging is commonly used in school nutrition programs, and participants felt that its use offered key benefits, such as facilitating faster serving lines. More research is needed to quantify the direct and indirect impacts of packaging waste reduction and recovery in school nutrition programs.

A Definition of "Regular Meals" Driven by Dietary Quality Supports a Pragmatic Schedule.

Public health guidelines advise eating regular meals without defining "regular." This study constructed a meaning for "regular" meals congruent with dietary quality. Parents of 4th grade youth in a school-based intervention (Clinicaltrials.gov NCT02491294) completed three, ASA24 online 24-h dietary recalls. Differences in time of intake across days for breakfasts, lunches, dinners were categorized with consistency denoted as always, often/sometimes or rarely/never and assigned values of 3, 2 or 1, respectively. Meal-specific values were summed to form mealtime regularity scores (mReg) ranging from 3 (low) to 9. Healthy eating index (HEI) scores were compared to mReg controlling for weekday/weekend recall pattern. Linear regression predicted HEI scores from mReg. Parents (n = 142) were non-Hispanic white (92%), female (88%) and educated (73%). One mReg version, mReg1 was significantly associated with total HEI, total fruit, whole fruit, tended to correlate with total protein, seafood/plant protein subcomponents. mReg1 predicted total HEI (p = 0.001) and was inversely related to BMI (p = 0.04). A score of three (always) was awarded to breakfasts, lunches or dinners with day-to-day differences of 0-60 min; also, lunches/dinners with one interval of 60-120 min when two meals were ≤60 min apart. More rigid mReg versions were not associated with dietary quality.

Sex modifies the association between the CLOCK variant rs1801260 and BMI in school-age children.

Disruption of circadian rhythms and variations in the FTO gene may interfere with energy homeostasis and play a role in the development of obesity. The current study assessed the association of common polymorphisms in the CLOCK and FTO genes with standardized body mass index scores (BMI z-scores) and their potential modification of the impact of a culinary nutrition and physical activity intervention in school-age children. Anthropometric measurements were collected in 121 children at the baseline and one-year follow-up of a controlled trial of a school-based culinary nutrition and physical activity intervention. Genotypes of the CLOCK polymorphism (rs1801260) and the FTO polymorphism (rs9939609) were obtained from buccal swabs. Linear mixed-effects regression was applied to evaluate the genetic association and adjust for clusters within families and schools. In our participants, obesity affected 6.6% (8/121) of the children at the baseline and 6.4% (7/109) of the children at the follow-up. The associations between the age- and sex-adjusted BMI z-scores and the two polymorphisms did not reach statistically significance. Yet, sex potentially modified the association between rs1801260 and BMI z-scores. In girls, the G allele carriers had a higher BMI z-scores at the baseline and the follow-up. These polymorphisms did not modify the effect of our culinary nutrition and physical activity intervention on BMI z-scores. Sex is a potential modifier for the association between the CLOCK polymorphism, rs1801260, and BMI z-scores in school-age children. Further investigation is warranted to delineate the sex-dependent role of the CLOCK polymorphisms in the development of childhood obesity.

Characterizing and Assessing the Quality of State K-12 Share Table Policies as a Potential Mechanism to Reduce Food Waste and Promote Food Security.

OBJECTIVE: To identify the prevalence of state-level share table policies, assess the quality of available policies, and determine common policy characteristics. DESIGN: In this qualitative policy analysis, state-level share table policies and resources were collected from March to June, 2018 from the State Department of Education Child Nutrition Office Web sites and/or staff communication across 50 states and Washington, DC. VARIABLES MEASURED: Frequency of state-level policy documents assessed, as well as the allowable share table items, marketing and outreach guidance, and requirements for health code clearance, critical limits, monitoring, corrective actions, record keeping, redistribution plans, and allergy considerations. ANALYSIS: After a deductive analysis approach, each collected policy document was scored on 10 a priori components primarily derived from existing food safety policies. Descriptive statistics were used to present common policy characteristics. RESULTS: About half of the US (n = 27) had a state-level share table policy document. Most states with a policy document (81%; n = 22) allowed unused share table items to be redistributed through reservice, food donation, or use as a cooked ingredient in future meals. Few states provided adequate guidance on monitoring, corrective actions, record keeping, allergy considerations, and best practices for share table marketing and outreach. CONCLUSIONS AND IMPLICATIONS: The high prevalence of state share table guidance suggests that this is a common food recovery strategy. Yet, states differed in allowable share table items and on permitted future use of share table items.

Healthy Planet, Healthy Youth: A Food Systems Education and Promotion Intervention to Improve Adolescent Diet Quality and Reduce Food Waste.

Emerging evidence suggests a link between young people's interest in alternative food production practices and dietary quality. The primary purpose of this study was to examine the impact of a student-driven sustainable food systems education and promotion intervention on adolescent school lunch selection, consumption, and waste behaviors. Sixth grade science teachers at two middle schools (n = 268 students) implemented a standards-based curriculum on sustainable food systems, addressing the environmental impacts of food choices and food waste. The cumulating curriculum activity required the 6th grade students to share their food systems knowledge with their 7th and 8th grade counterparts (n = 426) through a cafeteria promotional campaign to discourage food waste. School-wide monthly plate waste assessments were used to evaluate changes in vegetable consumption and overall plate waste using a previously validated digital photography method. At baseline, the intervention students consumed significantly less vegetables relative to the control group (47.1% and 71.8% of vegetables selected, respectively (p = 0.006). This disparity was eliminated after the intervention with the intervention group consuming 69.4% and the control consuming 68.1% of selected vegetables (p = 0.848). At five months follow up, the intervention group wasted significantly less salad bar vegetables compared to the control group (24.2 g and 50.1 g respectively (p = 0.029). These findings suggest that food systems education can be used to promote improved dietary behaviors among adolescent youth.

Eating Competent Parents of 4th Grade Youth from a Predominantly Non-Hispanic White Sample Demonstrate More Healthful Eating Behaviors than Non-Eating Competent Parents.

The purpose of this study was to determine if the associations between eating competence (EC) and eating behaviors that were found in a USA sample of predominantly Hispanic parents of 4th grade youth could be replicated in a USA sample of predominantly non-Hispanic white parents of 4th graders. Baseline responses from parents (n = 424; 94% white) of youth participating in a year-long educational intervention were collected using an online survey. Validated measures included the Satter Eating Competence Inventory (ecSI 2.0TM), in-home fruit/vegetable (FV) availability, healthful eating behavior modeling, and FV self-efficacy/outcome expectancies (SE/OE). Data were analyzed with general linear modeling and cluster analyses. The findings replicated those from the primarily Hispanic sample. Of the 408 completing all ecSI 2.0TM items, 86% were female, 65% had a 4-year degree or higher, and 53% were EC (ecSI 2.0TM score ≥ 32). Compared with non-EC parents, EC modeled more healthful eating, higher FV SE/OE, and more in-home FV availability. Behaviors clustered into those striving toward more healthful practices (strivers; n = 151) and those achieving them (thrivers; n = 255). Striver ecSI 2.0TM scores were lower than those of thrivers (29.6 ± 7.8 vs. 33.7 ± 7.6; p < 0.001). More EC parents demonstrated eating behaviors associated with childhood obesity prevention than non-EC parents, encouraging education that fosters parent EC, especially in tandem with youth nutrition education.

Parent Food and Eating Behavior Assessments Predict Targeted Healthy Eating Index Components.

OBJECTIVE: To examine the ability of parent response to assessments of in-home availability of 20 fruits and vegetables (FV), self-efficacy/outcome expectancy to prepare FV that their child would eat, modeling of FV eating behavior, and eating competence to predict parents' targeted Healthy Eating Index-2010 (HEI) scores at baseline. DESIGN: Cross-sectional survey. SETTING: Sixty-one classrooms in 8 northern Colorado elementary schools over 4 years participating in Fuel for Fun (FFF), a school-based culinary and physical activity intervention. PARTICIPANTS: Parents and guardians (n = 71) of fourth-grade youths from participating classrooms. MAIN OUTCOME MEASURE(S): Healthy Eating Index-2010 scores as derived from 24-hour recalls administered with the Automated Self-Administered 24-hour dietary assessment tool. ANALYSIS: Generalized linear regression models tested the predictive validity of survey assessments for targeted HEI components. Results were considered statistically significant at P ≤ .05. RESULTS: In-home FV availability predicted total fruit (P = .01), whole fruit (P = .001), and total vegetable (P = .01) HEI, and parent modeling of FV eating behavior predicted total fruit (P = .01) and whole fruit (P = .02) HEI. However, these survey measures were not associated with other HEI components, including total HEI. Parent self-efficacy/outcome expectancy to prepare FV that their child would eat or like was not associated with total HEI or HEI components. Eating competence did not predict total HEI but was associated with seafood and plant proteins in the anticipated direction (P = .04). CONCLUSIONS AND IMPLICATIONS: The results demonstrated construct validation of some parent Fuel for Fun survey assessments with targeted HEI components. Additional assessment in larger and more diverse samples is warranted so that nutrition education and behavior researchers may use these valid and reliable, brief, low-cost, and easy-to-use survey instruments as a proxy for dietary intake.

Resources, Barriers, and Tradeoffs: A Mixed Methods Analysis of School Pre-Consumer Food Waste.

BACKGROUND: Food waste is a global problem. School food waste before the point of purchase, pre-consumer waste, has been little studied. OBJECTIVE: Our aim was to elicit a comprehensive assessment and understanding of pre-consumer food waste amounts, behaviors, policies, and attitudes. DESIGN: This study used mixed methods, featuring a convergent parallel design using key respondent interviews (n=20) and 80 hours of structured kitchen observations, including food waste measurement. PARTICIPANTS/SETTING: School and district kitchens (n=14) using stratified random sampling to ensure school level and kitchen type reflected the population of three Colorado school districts in 2016-2017. Kitchen managers, district-level nutrition services directors, and sustainability staff were interviewed. STATISTICAL ANALYSES PERFORMED: Mean food waste volumes and percentages were calculated. Linear regressions were used to determine the relationship between school kitchen characteristics and food waste volumes. Interviews were coded to identify common themes. RESULTS: Trim waste and overproduction contributed the most to overall pre-consumer food waste; substandard foods and overproduction were the most common reasons for edible waste. Several competing priorities conflicted with schools' and districts' waste reduction efforts: food safety, promoting diet quality, food choice, and customer satisfaction. Batch cooking, production record use, shallow salad bar pans, and other inventory management techniques facilitated waste reduction. Staffing, space, and time constraints made it more difficult to implement these strategies. Increased food choice options were positively associated with pre-consumer waste volume (ß=49.5, P=0.04), and this relationship remained significant once regression models adjusted for district, salad bar use, and new menu items (ß=70.3, P=0.05). CONCLUSIONS: School nutrition programs are complex, and a systems approach is warranted to reduce overall waste in the context of existing food safety and nutrition policies. More research is needed to elucidate the impact of food choice on overall food waste of the school meal system.

Child assessments of vegetable preferences and cooking self-efficacy show predictive validity with targeted diet quality measures.

BACKGROUND: Cooking interventions have the potential to improve child diet quality because cooking involvement is associated with positive changes in dietary behavior. Valid and reliable instruments that are low-cost and convenient to administer are needed to feasibly assess the impact of cooking interventions on dietary behavior. The purpose of the current research is to examine the validity of fruit and vegetable preferences, cooking attitudes and self-efficacy assessments to predict targeted Healthy Eating Index-2010 (HEI) scores among 4th-grade youth. METHODS: Child fruit and vegetable preferences, cooking attitudes, self-efficacy, age, sex and race/ethnicity were collected with the Fuel for Fun survey in classroom settings using a standardized administration protocol. Child dietary assessment data consisted of three 24-h dietary recalls collected by telephone over a 2-4 week period by trained interviewers using a standard protocol. Bootstrapped linear regressions examined the predictive validity of fruit and vegetable preference, cooking attitudes and cooking self-efficacy for the Total and 4 targeted HEI components: whole fruit, total vegetables, green vegetables and beans, and empty calories. Logistic regressions were used to confirm the relationships between Fuel for Fun survey items and HEI components. Sex and a categorical variable for race/ethnicity were included as a priori controls in each regression model. RESULTS: Vegetable preference predicted positive associations with HEI Total Score, Total Vegetables, and Green Vegetables and Beans (p < 0.05) Each additional 2 point increase in cooking self-efficacy was associated with a 1.33 point HEI Score increase, even after including BMI z-score as a control (b = 0.667, p = 0.003). Fruit preference and cooking attitudes did not significantly predict HEI total or component scores. CONCLUSIONS: This study provides evidence that low-cost, validated measures of vegetable preferences and cooking self-efficacy predict diet quality in 4th grade children. These results also reinforce the relationship between cooking and healthful dietary behavior.

Accelerometry-Derived Physical Activity Correlations Between Parents and Their Fourth-Grade Child Are Specific to Time of Day and Activity Level.

BACKGROUND: The purpose of this study was to employ high-frequency accelerometry to explore parent-child physical activity (PA) relationships across a free-living sample. METHODS: We recorded 7 days of wrist-mounted accelerometry data from 168 dyads of elementary-aged children and their parents. Using a custom MATLAB program (Natick, MA), we summed child and parent accelerations over 1 and 60 seconds, respectively, and applied published cut points to determine the amount of time spent in moderate-vigorous PA (MVPA). Bivariate and partial correlations examined parent-child relationships between percentage of time spent in MVPA. RESULTS: Weak to moderate positive correlations were observed before school (r = .326, P < .001), after school (r = .176, P = .023), during the evening (r = .213, P = .006), and on weekends (r = .231, P = .003). Partial correlations controlling for parent-child MVPA revealed significant relationships during the school day (r = .185, P = .017), before school (r = .315, P < .001), and on weekends (r = .266, P = .001). In addition, parents of more active children were significantly more active than parents of less active children during the evening. CONCLUSIONS: These data suggest that there is some association between parent-child PA, especially before school and on weekends. Future interventions aiming to increase PA among adults and children must consider patterns of MVPA specific to children and parents and target them accordingly.

Fuel for Fun: a cluster-randomized controlled study of cooking skills, eating behaviors, and physical activity of 4th graders and their families.

BACKGROUND: Childhood obesity remains a serious concern in the United States and in many other countries. Direct experience preparing and tasting healthful foods and increasing activity during the school day are promising prevention approaches. Engaging parents and families remains an important challenge. Fuel for Fun: Cooking with Kids Plus Parents and Play is a multi-component school- and family-based intervention for 4th graders and their families intended to promote positive food and activity environments, policies and behaviors at the individual, family and school levels. This paper describes the design and evaluation plan. METHODS/DESIGN: Four cohorts of 4th-graders and their parents from 8 schools in 2 districts in the same Northern Colorado region are participating in a 4-arm cluster randomized controlled trial. Theory-based Fuel for Fun consists of 5 components delivered over 1 school year: 1) Cooking with Kids - Colorado; an experiential classroom-based cooking and tasting curriculum, 2) Cafeteria Connections; cafeteria-based reinforcements of classroom food experiences using behavioral economic strategies, 3) SPARK active recess; a playground intervention to engage children in moderate to vigorous activity, 4) Fuel for Fun Family; multi-element supports targeting parents to reinforce the 3 school-based components at home, and 5) About Eating; an online interactive program for parents addressing constructs of eating competence and food resource management. Outcomes include child and parent measures of fruit and vegetable preferences and intake, cooking, physical activity, sedentary behaviors and attitudes. School level data assess lunch plate waste and physical activity at recess. In-depth diet and accelerometry assessments are collected with a subsample of parent-child dyads. Data are collected at baseline, immediately post-intervention at 7 months, and at 12 month follow-up. We anticipate recruiting 1320-1584 children and their parents over the length of the project. DISCUSSION: The Fuel for Fun study design allows for impact assessment of school-, family- and online parent-based intervention components separately and in combination. Study strengths include use of theory- and evidence-based programs, valid child and parent self-report instruments, and objective measures of food, cooking, and physical activity behaviors at the individual, family and school levels. Parent involvement and engagement is examined through multiple strategies. TRIAL REGISTRATION: Clinicaltrials.gov registration number NCT02491294 . Registered 7 July, 2015.

About Eating: an online program with evidence of increased food resource management skills for low-income women.

OBJECTIVE: Produce and evaluate About Eating (AE), an online program for low-income women aligned with the Satter eating competence model, congruent with best practices for nutrition education of low-income audiences. METHODS: Responses from iterative cognitive interviews and online surveys with diverse samples of low-income women informed lesson revisions. The researchers conducted a randomized controlled trial of AE with low-income women to determine its impact on dietary behavior and food security. RESULTS: In all, 284 women reviewed at least 1 AE lesson and endorsed it. After AE, women (n = 288) increased in use of food resource management skills (eg, using a budget [P = .008] and planning meals to include all food groups [P = .002]). About Eating participants who were food secure had more confidence in managing money for food (P = .002) and keeping track of food-related purchases (P = .02) than food-insecure persons. CONCLUSIONS AND IMPLICATIONS: Mixed-methods research with life stage and geodiverse samples confirmed the usefulness of AE. Food security assessment may enhance interpretation of intervention effectiveness.