Fruit and vegetable eating behaviors practiced during childhood often continue into adulthood, and most youth do not meet recommendations. Changing eating patterns of children has proven difficult. Because outcomes are inconsistent, program evaluation is needed to determine implementation features that may be related to desired behaviors. The FFVP is a federal program that provides free fruits and vegetables at schools. This study determined outcomes and implementation methods in six of the schools participating in the Indiana program. Barriers to advancing program goals and strategies used to overcome these obstacles were identified. The study was guided by a logic model framework and used a pre-post one group design. At each school, 4th-8 th graders completed questionnaires addressing dietary intake and attitudes towards fruits and vegetables before the program started that year and eight months after it began. At month eight, teachers completed an online survey to determine participation and perceptions; individual interviews were conducted with food service directors and managers to gather implementation practices. FFVP purchase records were examined. Quantitative data were analyzed using t-test, Mann-Whitney, Kruskal-Wallis, and Chi-square tests. Interviews were analyzed using thematic content analysis. Purchases varied among schools, averaging 84% fruits and 16% vegetables. Students improved whole fruit intake (1.7+/-1.1 vs. 1.2+/-1.1; mean portions+/-SD; p.001); those at schools with purchases 20% vegetables increased intake of certain vegetables (p=.004). Teacher modeling (p=.032) and fruit and vegetable quality (p=.006, .014 respectively) varied by school and lower levels of teacher modeling and food quality were found in schools that had no change in students' fruit or vegetable intake. Changes in attitudes were limited to gains in perceived importance of fruit and vegetable recommended intakes. Responses of implementers were used to identify eight perceived barriers and sixteen strategies to overcome them. Student intake of fruits and vegetables increased from beginning to end of the year. Increasing vegetable purchases, and improving food quality and teacher modeling may improve outcomes. Policy and implementation modifications should be considered to reduce barriers to serving equitable amounts of vegetables and to encourage teacher involvement through modeling and incorporation of nutrition education in their curricula.Food Service Experiences Interview questions were developed by the researchers based on the program logic model (See Appendix I) to collect opena ended answers about the experiences of program implementers. However, interviewsanbsp;...
|Title||:||Introducing Children to Fresh Fruits and Vegetables in the Classroom: Identifying Features that May Affect Outcomes of the USDA Fresh Fruit and Vegetable Program (FFVP).|
|Author||:||Julie Anne Kennel Shertzer|
|Publisher||:||ProQuest - 2008|