Journal articles on the topic 'Physical education teachers Victoria Nutrition'
To see the other types of publications on this topic, follow the link: Physical education teachers Victoria Nutrition.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Physical education teachers Victoria Nutrition.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Love, Penelope, Alison Booth, Claire Margerison, Caryl Nowson, and Carley Grimes. "Food and nutrition education opportunities within Australian primary schools." Health Promotion International 35, no. 6 (January 17, 2020): 1291–301. http://dx.doi.org/10.1093/heapro/daz132.
Full textAbstract:
Abstract Schools are regarded as a key setting for obesity prevention, providing an opportunity to reach a large number of children, frequently and over a prolonged period, through formal and informal opportunities to learn about health behaviours. However, the low value placed on health versus academic achievement is a barrier to effective implementation of food and nutrition (F&N) education. This study used a qualitative exploratory approach to explore the views of teachers and key health and education sector stakeholders regarding opportunities for F&N education within the Australian primary school setting. To the best of our knowledge, this is the first study to explore this topic from the perspectives of state-level coordination and development through to local-level implementation and support within the Australian primary school context. Only 2.6% of the Victorian Curriculum related to F&N education, taught through two (of seven) learning outcomes: Health and Physical Education, and Technologies. While stakeholders considered child health a priority, and schools an ideal setting for F&N education, barriers included a lack of strategic policy alignment, limited leadership and coordination, a ‘crowded curriculum’ and poor availability of shelf-ready resources with explicit curriculum links. A cross-curriculum approach was considered essential for F&N education to become embedded as a core component of the curriculum.
2
Prelip, Michael, Jennifer T. Erausquin, Wendelin Slusser, Stephanie Vecchiarelli, Heather Weightman, Linda Lange, and Charlotte Neumann. "Role of Classroom Teachers in Nutrition and Physical Education." Californian Journal of Health Promotion 4, no. 3 (September 1, 2006): 116–27. http://dx.doi.org/10.32398/cjhp.v4i3.1963.
Full textAbstract:
Nutrition education and physical education in schools is increasingly being explored as a way to prevent childhood overweight and to promote healthy eating and physical activity habits behaviors. Classroom teachers are often responsible for providing this education. The current study examined the roles and perspectives of elementary school teachers regarding student nutrition, nutrition education, and physical education. Data is from a 2001-2002 study of the Los Angeles Unified School District (LAUSD) Nutrition Network. Analyses were based on 78 structured interviews with elementary school teachers. Results showed that teachers perceive their role in nutrition education as teachers, role models, advocates, and motivators. Teachers integrate nutrition education into existing subject areas, and believe that nutrition education results in greater knowledge and healthier food choices. However, teachers report that too little time is spent on nutrition education. Results of this study also indicate that classroom teachers are often responsible for physical education (PE). Teachers believe PE has a positive effect on the school community and on student fitness, but the effect is limited due to lack of structure and lack of time in PE class. Teachers report barriers to both nutrition education and physical education, including other classes taking up too much time, limited teacher training, and a lack of adequate equipment and facilities. Findings suggest that more resources including teacher training, time, curricula and textbooks, and equipment need to be allocated for nutrition education and physical education at the elementary school level.
3
Pratt, Charlotte A., and Janet L. Walberg. "Nutrition knowledge and concerns of health and physical education teachers." Journal of the American Dietetic Association 88, no. 7 (July 1988): 840–41. http://dx.doi.org/10.1016/s0002-8223(21)07913-x.
Full text
4
Olivares, Sonia, Isabel Zacarías, Margarita Andrade, Juliana Kain, Lydia Lera, Fernando Vio, and Cecilio Morón. "Nutrition Education in Chilean Primary Schools." Food and Nutrition Bulletin 26, no. 2_suppl2 (June 2005): S179—S185. http://dx.doi.org/10.1177/15648265050262s208.
Full textAbstract:
The purpose of this study was to incorporate nutrition education in Chilean primary schools. The baseline information included nutritional status, food consumption and physical activity of 1,701 children from 3rd to 7th grade in ten urban and rural schools. Main results showed a high prevalence of obesity (15.4%) and overweight (19.6%), low consumption of vegetables, fruits, and dairy products, high intake of snacks and a low level of physical activity, especially in girls. Because the Ministry of Education does not allow the incorporation of new programs into the curriculum, the educational strategy was based on the development of a text book, a teacher's guide, five practical guides for students from third to eighth grade and a CD-Rom. These materials were validated by 36 teachers in six schools through an educational intervention. Teachers and students considered the educational materials useful, motivational and easy to understand. This program is being implemented in 57 schools.
5
Whalen, Laurel, Jeanne Barcelona, Erin Centeio, and Nathan McCaughtry. "#HealthyKidsQuarantined: Supporting Schools and Families With Virtual Physical Activity, Physical Education, and Nutrition Education During the Coronavirus Pandemic." Journal of Teaching in Physical Education 40, no. 3 (July 1, 2021): 503–7. http://dx.doi.org/10.1123/jtpe.2020-0299.
Full textAbstract:
When COVID-19 shuttered Michigan schools, 52 elementary and middle schools statewide were in various stages of implementation of comprehensive health programs, including the integration of physical activity, physical education, and nutrition education. To support the transition to a virtual learning environment, #HealthyKidsQuarantined was launched, providing virtual physical activity, physical education, and nutrition education curriculum and resources. Content was distributed weekly via e-mail to teachers and families alongside a daily social media campaign that disseminated resources to a national audience. Results identified significant content usage by schools (21,300 views/downloads) and engagement through social media (9,800 views/downloads). Teachers, students, and families expressed value in the health content provided, stating it was a support needed in a time of chaos. This study suggests that providing virtual health content may be a feasible way to sustain school and family investment in comprehensive youth health. Furthermore, by utilizing multiple dissemination strategies, virtual programming may be an effective mechanism to expand reach.
6
Rapson, Jeanette, Cathryn Conlon, and Ajmol Ali. "Nutrition Knowledge and Perspectives of Physical Activity for Pre-Schoolers amongst Early Childhood Education and Care Teachers." Nutrients 12, no. 7 (July 3, 2020): 1984. http://dx.doi.org/10.3390/nu12071984.
Full textAbstract:
Caregivers’ nutrition and physical activity knowledge is recognised as being important for children’s health and body size. Identifying knowledge gaps amongst caregivers may inform professional development and obesity-prevention strategies in childcare settings. This cross-sectional validated online questionnaire aimed to measure current early childhood education and care (ECEC) teachers’ nutrition knowledge for pre-schoolers (2–5-year-olds) and related perspectives. Teachers’ (n = 386) knowledge of nutrition was lacking: The overall score was 22.56 ± 2.83 (mean ± SD), or 61% correct. Increased years of experience significantly predicted an increase in knowing that national nutrition and physical activity guidelines exist (B = 0.02 [95% CI, 0.00–0.03], r2 = 0.13, p = 0.033). Teachers’ increased agreement in feeling they were confident talking about nutrition to parents significantly predicted an increase in overall nutrition knowledge scores (B = 0.34 [95% CI, 0.06–0.63], r2 = 0.15, p = 0.019). The belief that ECEC teachers play a vital role in promoting pre-schoolers’ healthy eating and physical activity was widespread. Common knowledge barriers included a lack of staff training, confidence, and resources. ECEC teachers may lack nutrition knowledge for pre-schoolers, particularly in regard to basic nutrition recommendations (servings, food/beverage choices, and portion sizes).
7
Bouterakos, M., A. Booth, D. Khokhar, M. West, C. Margerison, K. J. Campbell, C. A. Nowson, and C. A. Grimes. "A qualitative investigation of school age children, their parents and school staff on their participation in the Digital Education to LImit Salt in the Home (DELISH) program." Health Education Research 35, no. 4 (July 6, 2020): 283–96. http://dx.doi.org/10.1093/her/cyaa015.
Full textAbstract:
Abstract This study explored the views of participants who completed a 5-week, online, interactive, family-based, salt reduction education program (Digital Education to LImit Salt in the Home). A secondary aim was to explore the views of school staff on the delivery of food and nutrition education in schools. Children aged 7–10 years, their parents and principals/teachers from participating schools located in Victoria, Australia, completed a semi-structured evaluation interview. Audio-recordings of interviews were transcribed verbatim and analysed using NVivo. Twenty-eight interviews (13 children; 11 parents; 4 school staff) were included. Thematic analysis revealed that the program was well received by all groups. Children reported that the interactivity of the education sessions helped them to learn. Parents thought the program was interesting and important, and reported learning skills to reduce salt in the family diet. School staff supported the delivery of nutrition education in schools but indicated difficulties in sourcing well-packed nutrition resources aligned with the curriculum. It appears that there is support from parents and teachers in the delivery of innovative, engaging, nutrition education in schools, however such programs need to be of high quality, aligned with the school curriculum and readily available for incorporation within the school’s teaching program.
8
Brookes, Andrew. "Outdoor Education: Environmental Education Reinvented, or Environmental Education Reconceived?" Australian Journal of Environmental Education 5 (August 1989): 15–23. http://dx.doi.org/10.1017/s0814062600002111.
Full textAbstract:
AbstractIn most Victorian schools outdoor education has meant the weekend bushwalk or the end of year camp. It has been extra-curricula. But that is changing.Outdoor education appears poised to achieve subject status is Victoria. It is included in official curriculum developments and is served by recognised specialist tertiary courses.Outdoor education has been distinguished from physical education by its focus on environmental education, and a converse argument probably applies. But is the environmental education which occurs in outdoor education distinguished by anything other than an association with adventure activities? After all, field trips are not a new idea.This paper argues that the distinctiveness of outdoor education as a form of environmental education is derived from its physical and conceptual isolation from schooling. Conceptual isolation provides the opportunity to construct powerfully affective forms of de-schooled environmental education.The ways in which an outdoor education context can provide different situational constraints from those existing in schools or other institutions are outlined. An action research project is used to exemplify ways in which teachers might reconceive education within those new constraints.The paper concludes that outdoor education can allow powerful forms of environmental education to develop, but that a technocratic rationalisation of the field associated with its increasing institutionalisation threatens to negate that potential.
9
Yahya, Asma. "An Assessment of Schools’ Wellness Policies and Teachers’ Perspectives and Confidence in Teaching Nutrition in Elementary Schools in Jeddah, Saudi Arabia." Current Developments in Nutrition 5, Supplement_2 (June 2021): 996. http://dx.doi.org/10.1093/cdn/nzab051_040.
Full textAbstract:
Abstract Objectives This study aimed to evaluate the content of school wellness policies and understand teacher perspectives about teaching nutrition education at their schools in Jeddah, Saudi Arabia. Methods In 2020, electronic surveys were used to evaluate the wellness policies in 11 elementary all-female government schools and teachers’ perspectives about the nutrition education offered in three elementary all-female government schools. Sixty-one teachers and eleven principals participated in this study. Fisher's exact tests were used to test the differences between teachers’ perspectives and their confidence level and characteristics. A P-value of less than 0.05 was considered statistically significant. Results Results showed that most schools (N = 10) have a formal school wellness policy that provides a healthy environment for students and ensures facilitate their access to healthy eating and exercise. Many teachers (55.2%) agreed that there are adequate resources are available to them to teach nutrition in the schools, and (58.6%) of them agreed that they have had adequate training from qualified people on nutrition education. Most teachers (94.7%) were confident in teaching nutrition and physical activity to their students. Teachers between 30–50 years of age were more interested in teaching nutrition than teachers whose age is more than 50 years old (P < 0.05). Conclusions In summary, schools operated very efficiently to offer nutritional education for students, and most teachers are confident and interested in teaching nutrition. There is a need for further studies investigating nutrition education in schools in Saudi Arabia. Funding Sources No funding sources
10
Cotwright, Caree J., Diane W. Bales, Jung Sun Lee, Kathryn Parrott, Nathalie Celestin, and Babatunde Olubajo. "Like Peas and Carrots: Combining Wellness Policy Implementation With Classroom Education for Obesity Prevention in the Childcare Setting." Public Health Reports 132, no. 2_suppl (November 2017): 74S—80S. http://dx.doi.org/10.1177/0033354917719706.
Full textAbstract:
Objectives: We evaluated an intervention combining policy training and technical assistance for childcare teachers with a nutrition education curriculum to improve (1) the knowledge and self-efficacy of childcare teachers in implementing obesity prevention policies and practices, (2) the quantity and quality of nutrition and physical activity education, and (3) the childcare wellness environment. Methods: Thirteen teachers and 8 administrators (2 of whom were also teachers) from 8 childcare programs in Clarke County, Georgia, participated in the Healthy Child Care Georgia intervention during June-October 2015. The intervention included (1) training and technical assistance on obesity prevention policies, systems, and practices and (2) direct education by teachers using the Eat Healthy, Be Active curriculum. We assessed changes in program wellness policy adoption and teacher knowledge and self-efficacy from pre- to post-intervention through self-report questionnaires, interviews, and focus groups. Results: Teachers’ knowledge scores (maximum score = 100) rose significantly from a mean (SD) pre-intervention of 67.1 (14.6) to post-intervention of 83.2 (14.3) ( P < .001). The mean score for “teaching nutrition and activity to children” (maximum score = 105) rose significantly from 86.9 (8.2) to 93.5 (5.2) ( P = .011) and for “modeling and supporting children” (maximum score = 63) from 55.8 (5.1) to 59.5 (4.5) ( P = .015). The mean (SD) scores for breastfeeding and infant feeding policy/practice adoption (maximum score = 6) increased significantly from 2.5 (1.8) to 3.7 (1.9) ( P = .043) and for nutrition education policy/practice adoption (maximum score = 4) from 2.0 (1.3) to 3.3 (1.4) ( P = .019). The combined approach enhanced classroom nutrition education and improved the adoption of best practices. Conclusion: Future studies should examine the effects of using a combined approach to promote nutrition and physical activity policies and practices in the early care and education setting.
11
Wright, Chris, John Buxcey, Sandy Gibbons, John Cairney, Michelle Barrette, and Patti-Jean Naylor. "A Pragmatic Feasibility Trial Examining the Effect of Job Embedded Professional Development on Teachers’ Capacity to Provide Physical Literacy Enriched Physical Education in Elementary Schools." International Journal of Environmental Research and Public Health 17, no. 12 (June 18, 2020): 4386. http://dx.doi.org/10.3390/ijerph17124386.
Full textAbstract:
A gap in physical literacy (PL) oriented professional development (PD) for generalist teachers exists and thus their capacity to develop PL and maximize student health is potentially limited. We explored the feasibility of a novel job-embedded professional development (JEPD) program (10 weeks) and its impact on teachers’ capacity to deliver PL-enriched physical education (PE) and student PL. A pragmatic feasibility trial with mixed methods included quantitative measurements of teacher PL, knowledge and confidence (pre), and knowledge, confidence, satisfaction and intention (post), as well as self-reported change, to evaluate the impact on teacher capacity and practices. A pre–post comparison of student PL outcomes (motor skills using PLAYbasic, Sport for Life, Victoria, BC, Canada) during the JEPD and teacher implementation phase explored the impact on student PL. In total, 15/44 teachers participated in surveys and 11/44 completed interviews (87% female, mean age bracket = 25–44 years). Confidence to deliver PL enhancing PE increased significantly after JEPD (p < 0.0001). Teachers were highly satisfied with the JEPD (X = 4.67/5) and intended to change their practices (X = 4.09/5). At three months, teachers reported changes including enhanced lesson planning, increased activity variety (often from the JEPD), intentional skill development, student-focused discussions, introductory, transition, and closing activities, and more equipment adaptations. During JEPD, with the exception of throwing (p < 0.0001), children’s (47% female, mean age = 7.9 (1.7)) change in running, jumping, kicking and balance walking backwards did not differ from usual practice (UP). During teacher implementation, motor skill competence regressed; confounding factors could not be ruled out. JEPD appears feasible and effective for changing teacher capacity to deliver PL and enhancing PE; however, post-JEPD teacher implementation and outcomes need further exploration.
12
Özçelik, AYçin, and Özhan Bavlı. "Physical activity levels and nutritional habits of physical education teachers during the covid-19 pandemic process." International Journal of Sport, Exercise and Health Research 6, no. 2 (December 31, 2022): 132–35. http://dx.doi.org/10.31254/sportmed.6207.
Full textAbstract:
Background: While previous studies investigated the impact of the covid pandemic on society, no study findings were found on physical activity and nutrition habits of physical education teachers in this period. Therefore, this study was planned. For this purpose, a total of 238 Physical Education Teachers with an average age of 32.5±6.8 years, working in Çanakkale Province, participated voluntarily. Result: Physical Activity score (MET) in women was 1586.1±1646.1 MET; in males, it was found to be 1952.9.1±1558.6 MET. The frequency of daily meal consumption of the participants is mostly 3 meals (51.2%), the meals are mostly morning, noon and evening, respectively; It was determined that egg (17%), rice (20.2%) and meat dish (16.7%) were consumed. It was determined that fast food consumption was consumed 1 day a week with a rate of 53.7%, and the frequency of liquid consumption was mostly 1-2 lt (53.3%) per day. It was determined that tea-coffee type beverages were generally (50%) 1-2 glasses a day, and most of the participants (65.9%) did not consume cigarettes and alcohol (82.2%). When the results were evaluated, it was found that the frequency of exercise and physical activity levels of the participants were low, the fast-food style eating habits were high and their daily fluid consumption was low. Conclusion; It can be said that in order to prevent the health problems that may be caused by sedentary life during the pandemic process, it can be beneficial to gain regular exercise habits and to give seminars on healthy nutrition.
13
Rapson, Jeanette, Cath Conlon, and Ajmol Ali. "Nutrition and Physical Activity for Pre-Schoolers: Knowledge and Perspectives amongst Early Childhood Education Teachers." Proceedings 8, no. 1 (March 12, 2019): 32. http://dx.doi.org/10.3390/proceedings2019008032.
Full text
14
Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Teachers’ perspectives of a new food literacy curriculum in Australia." Health Education 118, no. 1 (January 2, 2018): 48–61. http://dx.doi.org/10.1108/he-05-2017-0024.
Full textAbstract:
Purpose Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined by teachers’ perceptions about the new curriculum contents, and barriers and challenges for its delivery. The purpose of this paper is to explore teachers’ views of a new food literacy curriculum named Victorian Certificate of Education Food Studies for senior secondary school students in Victoria, Australia. Design/methodology/approach A qualitative study design was used in this study. In total, 14 teachers who were planning to teach the new curriculum were individually interviewed in October-December 2016. The interviews were transcribed and analysed using the template analysis technique. Findings The majority of teachers appreciated the inclusion of food literacy and nutrition concepts in the new curriculum. However, half of the teachers had doubts about their readiness to teach it. Most teachers mentioned that they needed more training and resources to increase their confidence in teaching the curriculum. Practical implications These findings reveal that teachers need more awareness, resources, and guidance to increase their confidence in delivering the new curriculum. Provision of more resources and opportunities for training in food literacy concepts and instructional methods could facilitate its implementation. Originality/value These findings serve as an important first step to gain the perspectives of secondary school teachers’ opinions about the new curriculum. Moreover, these opinions and suggestions could inform the future design and implementation of similar food literacy curricula in Australia or elsewhere.
15
Hilmi, Marc, Anna Pellat, Olivier Benoit, Aude-Marie Foucaut, Jean-Christophe Mino, Agnes Kauffmann, Fanny Rochet, et al. "Nutrition and physical activity professional education in gastrointestinal oncology: a national multidisciplinary survey." BMJ Supportive & Palliative Care 10, no. 3 (July 14, 2020): 324–30. http://dx.doi.org/10.1136/bmjspcare-2020-002342.
Full textAbstract:
ObjectivesSarcopenia, present in more than 50% of digestive oncology patients, has a negative impact on clinical outcomes. Nutrition and adapted physical activity are two major interventions for the management of sarcopenia. However, young hepato-gastroenterologists, oncologists and surgeons in France have limited awareness on these topics. We aimed to evaluate the need for training programmes of physicians (residents and senior doctors) involved in digestive oncology on nutrition and adapted physical activity.MethodsA 42-question survey was developed, by a working group of clinicians, dieticians and adapted physical activity teachers, to assess five areas related to demographics of respondents, nutrition practices, nutrition training, adapted physical activity practices and adapted physical activity training. The national survey was undertaken between April and July of 2019.Results230 physicians participated in the survey; 34% were hepato-gastroenterologists, 31% were oncologists, 23% were surgeons and 40% were residents. Sixty-one per cent of participants had received training in nutrition and only 21% in adapted physical activity. Ninety per cent of the physicians expressed their desire for more effective training on these two topics. Disparities in clinical practices were observed between hepato-gastroenterologists, oncologists and surgeons.ConclusionsMore initial and continuing training on nutrition and adapted physical activity is needed for French physicians in the current digestive oncology clinical practice.
16
Graber, Kim C., Amelia Mays Woods, and Jamie A. O’Connor. "Impact of Wellness Legislation on Comprehensive School Health Programs." Journal of Teaching in Physical Education 31, no. 2 (April 2012): 163–81. http://dx.doi.org/10.1123/jtpe.31.2.163.
Full textAbstract:
In 2004, Congress passed the Child Nutrition and WIC Reauthorization Act that requires schools to implement a wellness plan. Grounded in Ecological Systems Theory (EST) (Bronfenbrenner, 1977, 1979), the purpose of this study was to explore the impact of the legislation, discover what measures have been taken to enact the legislation, gauge how the legislation has impacted the work environment of physical educators, and better understand EST in relation to the legislation at the level of the microsystem. In total, 51 individuals participated in in-depth interviews that were triangulated and inductively/deductively coded. The results indicate that (a) principals and physical education teachers had limited knowledge of the plan, (b) school nutrition programs profited more than physical education, (c) physical education is becoming less marginalized, (d) physical education teachers missed an opportunity to use the legislation for program improvement, and (e) individuals at different levels of the system need to interact.
17
Brown, Victoria, Joanne Williams, Lisa McGivern, Susan Sawyer, Liliana Orellana, Wei Luo, Kylie D. Hesketh, Denise E. Wilfley, and Marj Moodie. "Protocol for economic evaluation alongside the SHINE (Supporting Healthy Image, Nutrition and Exercise) cluster randomised controlled trial." BMJ Open 10, no. 8 (August 2020): e038050. http://dx.doi.org/10.1136/bmjopen-2020-038050.
Full textAbstract:
IntroductionLimited evidence exists on the cost-effectiveness of interventions to prevent obesity and promote healthy body image in adolescents. The SHINE (Supporting Healthy Image, Nutrition and Exercise) study is a cluster randomised control trial (cRCT) aiming to deliver universal education about healthy nutrition and physical activity to adolescents, as well as targeted advice to young people with body image concerns who are at risk of developing disordered eating behaviours. This paper describes the methods for the economic evaluation of the SHINE cRCT, to determine whether the intervention is cost-effective as an obesity prevention measure.Methods and analysisA public payer perspective will be adopted, with intervention costs collected prospectively. Within-trial cost-effectiveness analysis (CEA) and cost-utility analysis (CUA) will quantify the incremental costs and health gains of the intervention as compared with usual practice (ie, teacher-delivered curriculum). CEA will present results as cost per body mass index unit saved. CUA will present results as cost per quality-adjusted life year gained. A modelled CUA will extend the target population, time horizon and decision context to provide valuable information to policymakers on the potential for incremental cost offsets attributable to disease prevention arising from intervention. Intervention costs and effects will be extrapolated to the population of Australian adolescents in Grade 7 of secondary school (approximate age 13 years) and modelled over the cohort’s lifetime. Modelled CUA results will be presented as health-adjusted life years saved and healthcare cost-savings of diseases averted. Incremental cost-effectiveness ratios will be calculated as the difference in costs between the intervention and comparator divided by the difference in benefit. Semi-structured interviews with key intervention stakeholders will explore the potential impact of scalability on cost-effectiveness. These data will be thematically analysed to inform sensitivity analysis of the base case economic evaluation, such that cost-effectiveness evidence is reflective of the potential for scalability.Ethics and disseminationEthics approval was obtained from the Deakin University Human Research Ethics Committee (#2017–269) and the Victorian Department of Education and Training (#2018_003630). Study findings will be disseminated through peer-reviewed academic papers and participating schools will receive annual reports over the 3 years of data collection.Trial registration numberACTRN 12618000330246; Pre-results.
18
Sukarmin, Yustinus, and Japhet Ndayisenga. "Evaluation of Burundi Physical Education Teachers, Coaches, and Athletes' Sport Nutrition, Massage, and Physiotherapeutic Exercises Knowledge." International Journal of Human Movement and Sports Sciences 8, no. 4 (August 2020): 154–59. http://dx.doi.org/10.13189/saj.2020.080408.
Full text
19
Egg, Sabrina, Maria Wakolbinger, Anna Reisser, Manuel Schätzer, Birgit Wild, and Petra Rust. "Relationship between nutrition knowledge, education and other determinants of food intake and lifestyle habits among adolescents from urban and rural secondary schools in Tyrol, Western Austria." Public Health Nutrition 23, no. 17 (July 17, 2020): 3136–47. http://dx.doi.org/10.1017/s1368980020000488.
Full textAbstract:
AbstractObjective:The aim of this study was to investigate the association of the number of hours of nutrition education and teachers’ qualifications with nutrition knowledge and dietary behaviour in students.Design:In this representative cross-sectional study, socio-demographic data, anthropometric measurements, socio-economic status (SES), physical fitness, nutrition knowledge and eating habits were assessed. Differences between groups were tested by χ2 and t tests. Multiple linear and logistic regression modelling was used to examine the relationship between demographic characteristics, lifestyle and dietary behaviours, nutrition knowledge, nutrition-trained teachers and number of nutrition lessons.Setting:Sixteen secondary schools in urban (n 6) and rural regions (n 10) of Tyrol, Western Austria.Participants:Students (n 513) aged 14·2 (sd 0·7) years.Results:Higher nutrition knowledge was significantly associated with attending rural school (P = 0·001), having no migration background (P < 0·001), (very) good physical activity behaviour (P = 0·040), non-trained teacher (P = 0·006) but higher number of hours of nutrition education (P = 0·013). Regression models showed that higher nutrition knowledge was independently associated with lower intake of meat and iced tea and higher intake of vegetables and plant-based oils. A higher amount of nutrition education (h/week) was significantly associated with higher intake of dark (wholegrain) bread, lower intake of meat and of energy drinks sweetened with sweeteners.Conclusions:Our results suggest that more hours in nutrition education result in higher nutrition knowledge and greater nutrition literacy, which may lead to health-promoting dietary habits. School-based nutrition education can be seen as preventive measure to increase nutritional competences in adolescents independent of their SES.
20
Derscheid, Linda E., Josephine Umoren, So-Yeun Kim, Beverly W. Henry, and Lauriece L. Zittel. "Early Childhood Teachers' and Staff Members' Perceptions of Nutrition and Physical Activity Practices for Preschoolers." Journal of Research in Childhood Education 24, no. 3 (June 28, 2010): 248–65. http://dx.doi.org/10.1080/02568543.2010.487405.
Full text
21
SZCZEPANSKA-KLUNDER, ZANETA, and MARIUSZ LIPOWSKI. "The role of self-efficacy in undertaking health-seeking behaviours by physical education teachers." Baltic Journal of Health and Physical Activity 7, no. 2 (June 30, 2015): 45–57. http://dx.doi.org/10.29359/bjhpa.07.2.04.
Full textAbstract:
Background: Self-efficacy, defined as a personal resource, is increasingly analysed in context of healthseeking behaviours. Therefore, it is important to explain to what extent these behaviours are associated with cognitive personality disposition of physical education teachers, manifested by their self-efficacy. Material/Methods: We examined 271 physical education teachers (n♀ = 137 and n♂ =134) aged between 23 and 62 years (M = 38.97, SD = 9.33). The respondents were surveyed with the Generalized Self-Efficacy Scale by Schwarzer and Jerusalem in the Polish adaptation by Juczynski, Health Behaviour Inventory by Juczynski and the Multidimensional Body-Self Relations Questionnaire by Cash. Results: Our findings point to a beneficial effect of self-efficacy on Proper Nutrition Habits, Prophylactic Behaviour, Positive Psychological Attitudes and Fitness/Health Orientation. Nevertheless, the use of Indicator Variables in Regression revealed that GSES exerts stronger effect on health-seeking behaviours in men than in women. Furthermore, we did not confirm a crucial role of self-efficacy in undertaking physical activity and Health Practices. Conclusions: Physical education teachers show moderate levels of health-seeking behaviours; this necessitates stimulating their active involvement in self-promotion of health. This can be achieved by health promotional and educational activities addressed to physical education teachers.
22
Erdogan, Ramazan, Metin Yilmaz, and Isa Aydemir. "Determination of Physical Education and Sports Teachers' Nutrition Habits and Physical Activity Levels in the Global Epidemic (Covid-19) Process." Asian Journal of Education and Training 7, no. 1 (2021): 51–59. http://dx.doi.org/10.20448/journal.522.2021.71.51.59.
Full text
23
Chrisman, Matthew, Sarah Patel, and Rachel Alonzo. "Barriers to and facilitators of using MyPlate nutritional guidelines in K-12 teachers and principals." Health Education Journal 79, no. 2 (August 7, 2019): 152–65. http://dx.doi.org/10.1177/0017896919867986.
Full textAbstract:
Objective: MyPlate, a tool for communicating the federal nutrition guidelines in the USA, may contribute to healthy diets and behaviours, yet whether and how it is used by teachers and school principals is unknown. The purpose of this study was to examine (1) the prevalence of using nutrition lessons and MyPlate guidelines by K-12 teachers and principals; (2) barriers to, and facilitators of, using them; and (3) suggested strategies to improve their use. Methods: A convenience sample of teachers and principals ( n = 124) from a Midwestern US school district were surveyed. Results: The majority of respondents were women (88%), elementary school teachers (76%) and Caucasian (90%). A total of 18% ( n = 16) of teachers included nutrition in lesson plans. A total of 17% ( n = 15) of teachers used MyPlate in their classrooms, primarily through handouts and group activities. Being a parent and being more familiar with MyPlate were positively associated with including nutrition in lessons, and income and higher education were inversely associated with including nutrition in lessons. Barriers included lack of time, knowledge and resources, and facilitators included believing nutrition was important, nutrition being part of the curriculum and personal interest. Suggested strategies to improve use of MyPlate included introducing the MyPlate curriculum into health, physical education or other classes; using MyPlate messages in the cafeteria; and posting signage around the school. Conclusion: MyPlate use was low in this sample of teachers and principals in a Midwestern US school district. Handouts, group activities, signage and curriculum integration could potentially increase schools’ use of the resource. Strategies should be developed to reduce the barriers for using MyPlate. Future research should examine a more diverse sample of teachers and strategies to integrate MyPlate into curriculum.
24
Boddy, Gail, Alison Booth, and Anthony Worsley. "What does healthy eating mean? Australian teachers’ perceptions of healthy eating in secondary school curricula." Health Education 119, no. 4 (June 3, 2019): 277–90. http://dx.doi.org/10.1108/he-04-2019-0018.
Full textAbstract:
Purpose Teachers disseminate food knowledge and skills in secondary school curricula that provide essential skills for a healthy life. The purpose of this paper is to explore Australian secondary school teachers’ views of healthy eating and their sources of information in planning their food, nutrition and health curriculum. Design/methodology/approach Secondary school teachers’ perceptions were explored through semi-structured, in-depth interviews that were de-identified and transcribed verbatim. Codes were ascribed to sections of the transcripts and throughout the process of inductive thematic analysis. The teachers’ responses were grouped into five main themes: approaches to teaching healthy eating, sources of food and nutrition information, curriculum planning, teaching goals and teacher career influences. Findings The teachers were clear about the aims and importance of teaching healthy eating in an experiential curriculum. They reported that teaching healthy eating assists the health and well--being of adolescents and their families. The effectiveness of current teaching in Australian secondary schools may be compromised by the positioning of food, nutrition and health topics in two separate curriculum areas: technologies and health and physical education, and competing school priorities and resources that limit the students’ exposures to food curricula. The teachers sourced food information from online websites, popular culture and social media. Their knowledge and views of healthy eating appeared to be associated with their interests, life experiences, education and employment histories. Practical implications These findings can assist with health promotion and education policy development. They can assist the design of healthy eating curriculum approaches for secondary schools and professional development courses for teachers, which will foster healthy food habits for adolescents, and their families in the future. Originality/value Secondary school teacher perceptions of the place of healthy eating in food, and nutrition curricula have been under examined.
25
Gebretatyos, Helen, Soliana Amanuel, Lidia Ghirmai, Ghidey Gebreyohannes, and Eyasu H. Tesfamariam. "Effect of Health Education on Healthy Nutrition and Physical Activity among Female Teachers Aged 40–60 Years in Asmara, Eritrea: A Quasiexperimental Study." Journal of Nutrition and Metabolism 2020 (September 25, 2020): 1–7. http://dx.doi.org/10.1155/2020/5721053.
Full textAbstract:
Background. Middle age is a period in women’s life where many changes occur in their bodies due to the decline of gonadotropins. As a result, they face various vasomotor, psychological, and somatic symptoms. Moreover, chronic illness such as diabetes, hypertension, heart diseases, and osteoporosis are prevalent at this time. Healthy nutrition and physical activity are effective factors to reduce the problems of menopause faced during middle age. Objective. This study aimed at assessing the effect of health education on healthy nutrition and physical activity among 40–60-year-old female teachers in elementary, junior, and secondary schools of Asmara. Method. A quasiexperimental design was used in this study. The data were collected from 99 middle-age female teachers who were selected by stratified random sampling. The intervention was conducted using lecture, brochure, and group discussion for a total of 3 hours. Data on physical activity and healthy nutrition were collecting using HPLP- II subscales physical activity and nutrition. Sociodemographic data were collected using a predesigned questionnaire. The effect of educational training at preintervention and postintervention was evaluated by the paired t-test and factorial mixed ANOVA using SPSS (version 22). Results. The mean score of practicing healthy diet and physical activity at preintervention and postintervention was 27/44 (SD = 4.20) and 31/44 (SD = 5.36), respectively. A significant difference in the scores of practicing healthy diet and physical activity was observed after the educational intervention (MD = 4.06, 95% CI 2.95–5.17, p<0.0001). The effectiveness of health education was seen across the categories of age, educational level, and occupational level where none of them showed significant interaction, displaying similar effect of educational intervention across all categories of the demographic variables. Conclusion. The structured educational intervention was beneficial for the studied women in changing their practice on healthy nutrition and physical activity.
26
Kracht, Chelsea L., Susan B. Sisson, Devon Walker, Kelly Kerr, Lancer Stephens, Amber Anderson, Julie Seward, et al. "Early Care and Education Teacher’s Role in Obesity Prevention and Healthy Development of Young American Indian Children." Journal of Transcultural Nursing 30, no. 1 (July 12, 2018): 75–85. http://dx.doi.org/10.1177/1043659618786363.
Full textAbstract:
Introduction: The purpose of this study was to develop an understanding of how stakeholders, specifically early care and education (ECE) teachers, perceive their role in the development of young American Indian children, and envision working with health care providers and parents in order to enhance children’s health. Methodology: Twenty tribally affiliated ECE teachers from Oklahoma participated in interviews. Thematic analysis was conducted, and three main themes, each with two to three subthemes, emerged. Results: Teachers felt that nutrition and physical activity were important to children’s health. Teachers had little professional interaction with health care providers but desired more. Parental empowerment was conveyed as essential to actualize positive changes in their child’s behavior. Discussion: Teachers of tribally affiliated ECE centers are important stakeholders in promoting the health and well-being of young American Indian children. Additional efforts are needed to more effectively integrate teachers and nurses in order to create effective interventions. We propose a stakeholder partnership to guide the development of future interventions.
27
Ngeno, Beatrice, Maureen Mweru, and Teresa Mwoma. "Availability of Physical Infrastructure in Implementation of the Competence-Based Curriculum in Public Primary Schools in Kericho County." East African Journal of Education Studies 3, no. 1 (June 14, 2021): 130–46. http://dx.doi.org/10.37284/eajes.3.1.344.
Full textAbstract:
A competency-based curriculum is a curriculum that allows students to develop prescribed competencies. In Kenya, the Competence-Based Curriculum implementation of 2-6-6-3 was adopted in January 2017. This education system replaces the 8-4-4 system of education and it aims to nurture the learners’ talents. School preparedness for the new curriculum change in Kenyan public primary schools is very important in the education policy framework. When curriculum changes take place in education, teachers as instructors and implementers should be supported to be competent in their work. The educators have a responsibility to ensure that today’s learning content meets tomorrow’s global demands for every learner. However, in Kenya, various stakeholders have expressed concerns regarding school and teachers’ preparedness for the Competence-Based Curriculum. The objective of the study was to find out whether there is a relationship between the availability of physical infrastructure and the implementation of the competency-based curriculum. Dewey’s Social Constructivism theory guided the study. A descriptive survey design and correlation research design was used in this study. The target population of the study included 24 County Support Officers (CSOs’), 524 headteachers, and 610 Grade 1 teachers. The sample size was 6 CSOs, 52 Headteachers, and 61 Grade 1 teachers. A saturated sampling technique was used to select all the 52 headteachers from 52 schools. Simple random sampling was used to select the schools and CSOs. A purposive sampling technique was used to select Grade 1 teachers in Kericho County. Data was collected using interview schedules, questionnaires, and an observation schedule. Quantitative data were analysed using descriptive statistics in the form of percentages, means, and standard deviation, while inferential statistics were correlated using Pearson product-moment correlation. Qualitative data was analysed using themes and sub-themes. The findings established that physical infrastructure had a moderate positive influence on CBC implementation with a correlation of 0.336 and a calculated value of 0.029 for the headteachers and 0.285 with a calculated value of 0.03 for Grade 1 teachers. Shortage of physical infrastructures like nutrition rooms and music rooms had a mean of 2.18 and 1.88 for headteachers. Grade 1 teachers’ response was 1.39 and 1.35 for nutrition and music laboratories respectively. The findings of the headteachers on teacher preparation had a moderate positive influence on CBC with a correlation of 0.494 with a calculated value of 0.00. The teachers had a correlation of 0.369 with a calculated value of 0.005 and were significant to the study. The study recommended that the government should increase funds to enable schools to construct laboratories. The results of this study are important for the successful adoption of the competency-based program through the participation of education stakeholders.
28
Galal, Osman M., Ibrahim Ismail, Azza S. Gohar, and Zoë Foster. "Schoolteachers' Awareness about Scholastic Performance and Nutritional Status of Egyptian Schoolchildren." Food and Nutrition Bulletin 26, no. 2_suppl2 (June 2005): S275—S280. http://dx.doi.org/10.1177/15648265050262s219.
Full textAbstract:
Malnutrition disorders affect more than 30% of schoolchildren in Egypt. This problem appears to be largely attributable to poor dietary quality and micronutrient deficiencies, such as iron and vitamin A. Inadequate nutrition intake has important implications because malnutrition has been shown to negatively affect the cognitive development of primary schoolchildren. This study assesses the awareness of schoolteachers about the impact of malnutrition on the scholastic performance of primary schoolchildren living in Egypt. Two focus group discussions were conducted with Egyptian schoolteachers from the Quena and Kharbia Governorates. The study indicates that schoolteachers consider low body weight and thinness as the primary signs of malnutrition. They do not prioritize malnutrition as a factor for poor scholastic performance. They also suggest that unhealthful eating habits, especially a lack of breakfast, negatively affect children's interaction with schoolteachers and their ability to excel in their studies. Schoolteachers endorse a more reliable and nutritionally valuable school-feeding program as a way to increase the scholastic performance of their students. The teachers advocate developing integrated programs between the Ministry of Education, the Ministry of Health and Population, teachers, children, and parents that provide nutrition education. A lack of awareness among teachers about the relationship of nutrition and cognitive function can lead to the misdiagnosis or delayed management of malnourished and scholastically challenged schoolchildren. This paper suggests that proper school-feeding programs and nutrition education programs, which integrate government ministries, teachers, children and parents, should be developed to improve the physical and cognitive health status of Egyptian schoolchildren.
29
Mertoglu, Hatice. "Effects of Interdisciplinery Nutrition Education on Prospective Science Teachers’ Development of Healthy Life Style Behaviours." Journal of Education and Training Studies 7, no. 12 (November 26, 2019): 52. http://dx.doi.org/10.11114/jets.v7i12.4578.
Full textAbstract:
With the interdisciplinary approach which is developed as an alternative to the traditional disciplinary model in education, it is aimed that the students will have a holistic perspective while producing solutions to real life problems. In this study, the effects of nutrition education given with interdisciplinary approach on health development behaviors of prospective teachers were investigated. The research has an experimental research model, which is one of the quantitative research designs. The sample of the study is consisting of 60 prospective teachers studying in the science teaching department of a state university in Istanbul in the 2016-2017 education year. In this study, in addition to demographic information form that has been applied, the Healthy Life Style Behavior Scale II (HLSBS-II) was also applied to the experimental and control group students in order to determine healthy life style behaviors of students. SPSS 23 package program was used to perform statistical analysis of the gathered data. When the post-test data were analyzed, it was seen that there were significant differences between four sub-dimensions (physical activity, nutrition, inner development and stress management) and overall scores of the two groups (p<.05). When the research results are examined, it appears that interdisciplinary nutrition education has a positive effect on students' healthy life style behaviors. The information obtained in the research was discussed and recommendations were made accordingly.
30
Hasan L. Maranda, Jr. "Students’ Learning Styles in Relation to Service Physical Education Performance." Journal of Sports and Physical Education Studies 1, no. 1 (March 15, 2021): 10–13. http://dx.doi.org/10.32996/jspes.v1i1.1428.
Full textAbstract:
This study aimed to determine the students’ learning styles, whether visual, auditory, or kinesthetic learning style, in relation to their Service Physical Education performance in terms of written and practical exam results. The moderating variables of age, gender, academic status, religion, and course were also considered. This was conducted among Service P.E. students of the Mindanao State University, Marawi City, officially enrolled during the 2nd semester, A.Y. 2015 – 2016. This descriptive-correlation study was conducted among 925 respondents (227 male and 588 female respondents). The VARK Learning Styles Questionnaire developed by Victoria Chislett was used to assess their learning styles. The Service P.E. performance was taken from their partial written and practical exams. The majority of the respondents were15-18 years old; most of the respondents were female; most of the respondents were Tuition Privilege status; most of the respondents were Islam believers while others were non-Muslim, and almost all of the respondents were Bachelor of Science (BS) degree pursuers. In terms of learning styles, it was found out that most of the respondents were visual learners. With regard to the Service P.E. performance, most of the respondents received grades of 1.0-1.25 or excellent in their written exams while most of them were rated 1.50-1.75 or very good in their practical exams. The relationship between the variables found out that there were no significant relationships between the moderating variables of age, religion, and course with their respective p-values of 0.272, 0.188, and 0.355 to the independent variable of learning styles. However, there were significant relationships between the moderating variables of gender, academic status and the independent variable of learning styles. Furthermore, age (p = 0.184), academic status (p = 0.385), religion (p = 0.784), and course (p = 0.869) were not significantly related to written exam performance while gender was significantly related to written exam performance. Practical exam performance showed no relationship with the different moderating variables. For the relationship between learning styles and Service P.E. performance, it was revealed that learning styles had a significant relationship between written exam performance, while no relationship existed between learning styles and practical exam performance. Good performance in the written exams matters most in how the students prepare for it. On the other hand, ability, preparation, and constant correct practice will matter the most in preparation for practical exams. Thus, it is recommended that Physical Education administrators formulate plans to further improve the competencies of Physical Education teachers, especially in identifying the different learning styles of their respective students, to provide appropriate teaching approaches that facilitate effective learning experiences among their students. Physical Education teachers should provide enough time for skills practice so that most of their students will have greater chances of obtaining higher ratings in their practical exams. A similar study should be conducted in the future using other variables or using an equal number of respondents in gender and religion.
31
Corbett, Lucy, Adrian Bauman, Louisa R. Peralta, Anthony D. Okely, and Philayrath Phongsavan. "Characteristics and effectiveness of physical activity, nutrition and/or sleep interventions to improve the mental well-being of teachers: A scoping review." Health Education Journal 81, no. 2 (December 21, 2021): 196–210. http://dx.doi.org/10.1177/00178969211062701.
Full textAbstract:
Objective: Teachers face high levels of occupational stress, which can influence their mental well-being and contribute to teacher burnout. Healthy levels of exercise, a good diet and adequate sleep can reduce stress and improve mental well-being outcomes. This study explores the characteristics and effectiveness of lifestyle interventions on teachers’ mental well-being, including burnout; discusses directions for future programmes; and aims to identify the nature of evidence and gaps in the research field. Methods: A scoping review was conducted in May 2020 via ERIC, Medline, Embase, PsycINFO, Education Source, CINAHL, SPORTDiscus and Scopus databases. The search included relevant peer-reviewed articles on physical activity, nutrition and sleep interventions reporting teachers’ mental well-being outcomes. A quality assessment tool was used to appraise the quality and risk of bias of the included studies. Results: Sixteen intervention studies met the inclusion criteria. All studies incorporated physical activity into the intervention; however, only four included aspects of nutrition or sleep. No studies reported only nutrition or sleep interventions alone. The heterogeneity of interventions and their reported outcomes makes comparisons difficult. In general, the quality of the included studies was low due to small sample sizes, poor study design and incomplete reporting of information. Conclusion: Preliminary evidence suggests lifestyle interventions can improve mental well-being outcomes for teachers; however good-quality research is needed to improve the evidence base. Future interventions should have stronger research designs and larger sample sizes and use established measurements for assessing outcomes.
32
Neves, Iza Carneiro, Fábio Ferreira Amorim, and Ana Lúcia Ribeiro Salomon. "Burnout Syndrome on Teachers and its Relation to Nutrition: An Integrative Review." Current Psychiatry Research and Reviews 16, no. 1 (August 5, 2020): 31–41. http://dx.doi.org/10.2174/1573400515666191202113523.
Full textAbstract:
Background: Teaching is considered as one of the most stressful professions that can lead to repercussions on physical and mental health, as well as on professional performance. Among the most common psychiatric conditions in teachers, there is Burnout Syndrome (BS) that is considered a disease of physical and mental exhaustion. One of the measures to mitigate this condition is to change eating habits, seeking an improvement in the quality of life and mental health. Therefore, the objective of this integrative review was to evaluate the relationship between the promotion of healthy eating habits and BS in teachers. Methods: A comprehensive literature search was conducted to include articles published using Medline / Pubmed, Lilacs / Bireme and Google Scholar, and the descriptors: burnout syndrome, nutrition and food education, depression and quality of life, teacher, and mental health, with an emphasis in the last ten years. Results: Thirty-seven studies were included. These studies suggest that approaches on health nutrition habits may improve BS and mental health. Furthermore, deficient intake of magnesium, zinc, vitamins D, C, E and of the B complex, tryptophan, calcium, iron, omega 3, probiotics, and polyphenols may contribute to arousal or worsening of BS symptoms. However, no experimental studies that evaluated the association between eating patterns and BS in teachers were found. Conclusion: Although there were no experimental studies on teachers, other studies suggested a positive association between healthy nutrition habits and improvement of mental health and BS prevention and/or treatment. The behavioral approach to change eating habits can contribute to more effective outcomes.
33
Pérez-Rodrigo, Carmen, and Javier Aranceta. "School-based nutrition education: lessons learned and new perspectives." Public Health Nutrition 4, no. 1a (February 2001): 131–39. http://dx.doi.org/10.1079/phn2000108.
Full textAbstract:
AbstractNutrition is a major environmental influence on physical and mental growth and development in early life. Food habits during infancy can influence preferences and practices in later life and some evidence suggests fair to moderate tracking of food habits from childhood to adolescence1–4. Studies support that good nutrition contributes to improving the wellbeing of children and their potential learning ability, thus contributing to better school performance5–7. Children and young people who learn healthy eating habits, are encouraged to be physically active, to avoid smoking and to learn to manage stress, have the potential for reduced impact of chronic diseases in adulthood4–8. Nutrition education is a key element to promoting lifelong healthy eating and exercise behaviours and should start from the early stages of life8–11; it should also address the specific nutritional needs associated with pregnancy, including reinforcing breastfeeding12.Food habits are complex in nature and multiple conditioning factors interact in their development13. Young children do not choose what they eat, but their parents decide and prepare the food for them. During infancy and early childhood the family is a key environment for children to learn and develop food preferences and eating habits. As they grow and start school, teachers, peers and other people at school, together with the media and social leaders, become more important. Progressively children become more independent and start making their own food choices. The peer group is very important for adolescents and has a major influence in developing both food habits and lifestyles13.Community trials suggest that nutrition education is an accessible effective tool in health promotion programmes with a focus on the development of healthy eating practices14, 15.
34
Egan, Bernadette, Heather Gage, Peter Williams, Brigitte Brands, Eszter Györei, Juan-Carlos López-Robles, Cristina Campoy, Tamas Decsi, Berthold Koletzko, and Monique Raats. "The effect of diet on the physical and mental development of children: views of parents and teachers in four European countries." British Journal of Nutrition 122, s1 (January 22, 2016): S31—S39. http://dx.doi.org/10.1017/s000711451500032x.
Full textAbstract:
AbstractAlthough the impact of diet on physical health is an important public health issue, less attention has been devoted to the relationship between nutrition and children’s mental development. The views of parents and teachers about the extent to which diet affects physical and mental development of children were compared in four European countries. An online questionnaire (developed in English and translated) was circulated through a market research agency. Participants were parents or teachers of children aged 4–10 years without learning or behavioural issues. Questionnaires were returned by 1606 parents (401 in England, Germany and Hungary; 403 in Spain) and 403 teachers (100 in each country, except for 103 in Hungary). Teachers were older than parents (35·3 % v. 18·3 % over 45 years; P<0·001) and less likely to smoke (15·9 % v. 26·3 %, P<0·001). There was no difference between the proportions of parents and teachers who felt that a child’s physical development depended very much/extremely (v. moderately/slightly/not at all) on diet (overall 79·8 %). Lower proportions of both groups thought that mental development was very much/extremely influenced by diet (67·4 %). In the regression modelling, believing that physical and mental performance was greatly influenced by diet was significantly and positively associated with living in Hungary, scoring higher on a measure of General Health Interest and (parents only) level of education attained. Differences existed among countries in most views. Lower levels of awareness of the importance of diet for brain development and cognition (compared with physical health outcomes) indicate the potential for educating consumers, especially parents with lower educational attainment.
35
Petrass, Lauren A., Kate Simpson, Jenny Blitvich, Rhiannon Birch, and Bernadette Matthews. "Exploring the impact of a student-centred survival swimming programme for primary school students in Australia: the perceptions of parents, children and teachers." European Physical Education Review 27, no. 3 (February 3, 2021): 684–702. http://dx.doi.org/10.1177/1356336x20985880.
Full textAbstract:
Teaching basic swimming, water safety and rescue skills is recommended by the World Health Organization for all school-aged children. However, there is a lack of evidence on effective pedagogies to develop swimming competency and the success of swimming lessons as a drowning prevention intervention. This study used a self-report questionnaire and practical testing procedures to examine the effectiveness of a 10-week student-centred aquatic programme designed for children aged 10–12 years. The study also determined whether the non-traditional swimming programme was accepted by swim teachers, school teachers and principals, and parents from a range of schools from different geographical regions in Victoria, Australia. A total of 204 students were enrolled in the programme. The pre-programme results indicated a good level of swimming, water safety and aquatic knowledge, but low swimming ability. Swimming ability significantly improved from pre-programme to post-programme, with no significant post-programme ability differences between male and female children or for participants from different programmes. Qualitative feedback collected through questionnaires, interviews and/or focus groups from students ( n = 73) and parents ( n = 69), school teachers and principals ( n = 14), swim teachers and swim school managers ( n = 21) indicated strong support from principals and swim teachers for the student-centred pedagogy, and all stakeholders valued the focus on survival swimming competencies. This research highlights the importance of including stakeholders when designing and implementing aquatics programmes. The study has resulted in a well-founded, effective programme with tailored resources and instructional materials that are available for swim centres and schools that would enable schools globally to adopt and implement this programme.
36
Çeviker, Arzu Pekğöz, and Mustafa Önder Şekercioğlu. "Determination of the Nutritional Habits of the Primary Teacher Candidates for the Game and Physical Activities Teaching Course." Journal of Educational Issues 8, no. 1 (June 18, 2022): 557. http://dx.doi.org/10.5296/jei.v8i1.19826.
Full textAbstract:
Today, countries implement policies and programs for childhood obesity. However, the effect of classroom teachers in preventing obesity is in a position to be a role model for students. Therefore, the awareness of the pre-service classroom teachers about nutrition and their nutritional behaviors have an important place on the students. On the other hand, a regular and correct nutrition behavior that the teacher candidates who are trained in the primary school teaching program will receive can gain this behavior to the students they will teach. In addition, there is a balanced and regular eating habit in the physical activity and nutrition section of the Physical Education and Play Lesson Curriculum in primary schools. In this study, it was aimed to examine the dietary habits of primary school teacher candidates. For this purpose, the questionnaire revealing the eating habits was applied to the primary school teacher candidates. In the analysis of the data, percentage and frequency tests were performed with the SPSS program. In the research results; it was discovered that most of the primary school teacher candidates did not receive nutrition education, did not have alcohol and smoking habits, and did not engage in any sports activities. It has been stated that almost all of the primary school teacher candidates have the habit of breakfast, but they skip meals, and the most skipped meal is lunch. They stated that the reason for skipping meals was that they did not have the opportunity. It was seen that the majority of the participants consume less than two liters of water per day and less than five cups of tea/coffee per day. As a result of the study, it was determined that the primary school teacher candidates’ nutritional habits and knowledge levels were deficient.
37
Pérez-Lizaur, A., M. Plazas, M. Kaufer, C. Niño, and S. Camacho. "Training of Teachers for the Project: “Education Strategy in Nutrition and Physical Activity for Elementary Schools” in Mexico. Pilot Study." Journal of the American Dietetic Association 107, no. 8 (August 2007): A61. http://dx.doi.org/10.1016/j.jada.2007.05.132.
Full text
38
Turchyk, Іryna, and Olha Kravchenko. "Models of physical education in US school education (late XX - early XXI century)." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 10(141) (October 25, 2021): 124–27. http://dx.doi.org/10.31392/npu-nc.series15.2021.10(141).27.
Full textAbstract:
For Ukrainian pedagogy, it is important to analyze the experience of ways to implement the task in US physical education practice, in which sport is one of the integrative means of forming students' universal, social and personal values, and not only a means of increasing motor activity. The purpose - a comprehensive analysis of models of physical education popular in US schools (late XX - early XXI century.)During 1991-2020, the system of physical education and sports in the United States was transformed in the direction of expanding the opportunities for the formation of important universal values in students. There are many well-developed educational models in the country, which are aimed at increasing both physical and technical fitness, students' awareness of the importance of physical activity for health, and the formation of other values (teamwork, leadership, honesty, self-control, etc.). Widespread in the specified period were such models of education as:Teaching Physical and Social Responsibility Through Physical Activity – TPSR, Teaching Games for the Understanding, Sports, Play, and Active Recreation for Kids – SPARK.
The main goal of the Teaching Physical and Social Responsibility Through Physical Activity - TPSR model is to help adolescents control themselves using the active environment that arises during sports, be responsible for their actions and support others.The main conceptual provisions of the Teaching Games for the Understanding model are learning games through the game; formation of informed performers; the importance of each participant in the game; taking into account the level of skill development and challenges facing participants.The goal of the Sports, Play and Active Recreation for Kids model is to improve the health of children and adolescents by engaging them in physical activity and using special nutrition programs. The program enables teachers to constantly improve, systematically supports them with information, and provides the necessary equipment.
39
Slimani, Maamer, Hela Znazen, Fairouz Azaiez, and Nicola Luigi Bragazzi. "The Effect of Ramadan and COVID-19 on the Relationship between Physical Activity and Burnout among Teachers." Nutrients 14, no. 13 (June 26, 2022): 2648. http://dx.doi.org/10.3390/nu14132648.
Full textAbstract:
The objective of this study was to explore the effect of COVID-19 and Ramadan on physical activity (PA) and burnout in teachers and the relationship between them. A total of 57 secondary school teachers from public education centers participated in the present study. They were aged between 29 and 52 years. To determine the effect of Ramadan and COVID-19 on PA and burnout, participants completed the online questionnaires before COVID-19, one week before Ramadan and during the second week of Ramadan. The International Physical Activity Questionnaire-BREF and the Maslach Burnout Inventory-Human Services Survey were used to assess PA intensities and burnout, respectively. The data revealed that total PA (p < 0.001, p < 0.05, respectively) vigorous metabolic equivalent of task (MET) (p < 0.001, p < 0.05, respectively), moderate MET (p < 0.001, p < 0.01, respectively) were higher before COVID-19 and before Ramadan than during Ramadan. Regarding burnout subscales, emotional exhaustion (p < 0.001, p < 0.01, respectively) was higher before Ramadan than before COVID-19 and during Ramadan. A lower personal accomplishment was reported before Ramadan than before COVID-19 and during Ramadan (both p < 0.05). In addition, low to high correlations were observed between PA intensities and burnout subscales, except for the correlation between depersonalization and all PA intensities. In conclusion, Ramadan intermittent fasting along with PA was highly recommended for teachers and the general population to improve positive emotions and general health.
40
Jafar, Nurhaedar, Nurzakiah Hasan, Veni Hadju, Ridwan M. Thaha, and Andi I. Arundhana. "Improved Knowledge, Attitudes, and Practices of Balanced Nutrition after Educational Intervention Based on the Self-determination Theory: An Intervention Study in Senior School Teachers in Makassar City." Open Access Macedonian Journal of Medical Sciences 8, E (May 20, 2020): 228–35. http://dx.doi.org/10.3889/oamjms.2020.4605.
Full textAbstract:
BACKGROUND: Studies linking the association of nutrition knowledge, attitudes, and practices (KAP) with healthy behavior have been well established. However, the method to effectively deliver nutrition education to a particular population, especially middle-income population, was less studied.
AIM: This study aimed to examine the effects of school-based nutrition using the self-determination theory (SDT) on nutrition KAP of the senior secondary schoolteacher with metabolic syndrome risk.
METHODS: This study was a non-randomized pre-post intervention study conducted in eight senior secondary schools in Makassar City. The intervention group received a balanced nutrition package either delivered through modules, balance sheet (calendar), or physical activity poster for 4 months. The control group received a pamphlet that has been developed by the Ministry of Health of the Republic of Indonesia.
RESULTS: A total of 123 respondents (63 respondents) intervention and (60 respondent) control group completed post-test and were included in the analysis. There were increase knowledge, attitude, and practice in both groups, but increasing in the intervention group was a significant relationship compared to the control group (knowledge p < 0.001 and practice = 0.007).s
CONCLUSIONS: Delivering nutrition education using SDT concept can potentially improve the knowledge and practices of the teachers about balanced nutrition. The government may adopt the SDT approach when designing the nutrition education program with specific targets.
41
Shah, Priyali, Anoop Misra, Nidhi Gupta, Daya Kishore Hazra, Rajeev Gupta, Payal Seth, Anand Agarwal, et al. "Improvement in nutrition-related knowledge and behaviour of urban Asian Indian school children: findings from the ‘Medical education for children/Adolescents for Realistic prevention of obesity and diabetes and for healthy aGeing’ (MARG) intervention study." British Journal of Nutrition 104, no. 3 (April 7, 2010): 427–36. http://dx.doi.org/10.1017/s0007114510000681.
Full textAbstract:
Increasing prevalence of childhood obesity calls for comprehensive and cost-effective educative measures in developing countries such as India. School-based educative programmes greatly influence children's behaviour towards healthy living. We aimed to evaluate the impact of a school-based health and nutritional education programme on knowledge and behaviour of urban Asian Indian school children. Benchmark assessment of parents and teachers was also done. We educated 40 196 children (aged 8–18 years), 25 000 parents and 1500 teachers about health, nutrition, physical activity, non-communicable diseases and healthy cooking practices in three cities of North India. A pre-tested questionnaire was used to assess randomly selected 3128 children, 2241 parents and 841 teachers before intervention and 2329 children after intervention. Low baseline knowledge and behaviour scores were reported in 75–94 % government and 48–78 % private school children, across all age groups. A small proportion of government school children gave correct answers about protein (14–17 %), carbohydrates (25–27 %) and saturated fats (18–32 %). Private school children, parents and teachers performed significantly better than government school subjects (P < 0·05). Following the intervention, scores improved in all children irrespective of the type of school (P < 0·001). A significantly higher improvement was observed in younger children (aged 8–11 years) as compared with those aged 12–18 years, in females compared with males and in government schools compared with private schools (P < 0·05 for all). Major gaps exist in health and nutrition-related knowledge and behaviour of urban Asian Indian children, parents and teachers. This successful and comprehensive educative intervention could be incorporated in future school-based health and nutritional education programmes.
42
Dizon, Stephanie G., Paula Mae Q. Fernandez, Harold Raven S. Dalangin, Kervy S. Mungcal, Julius Ceazar Tolentino, and Luwy R. Valenzuela. "Sustaining Pre-Service Teachers’ Virtual Engagement in a Health Education Course through Interactive Buzz Sessions." International Journal of Multidisciplinary: Applied Business and Education Research 3, no. 8 (August 12, 2022): 1526–47. http://dx.doi.org/10.11594/ijmaber.03.08.15.
Full textAbstract:
Distance learning manifested an increasing growth in the field of higher education. Although it may not be exactly comparable to a residential face-to-face encounter, considering the engagement of the students in learning within a virtual context is still significant. Thus, this action research was conducted to sustain the level of virtual engagement among undergraduate teacher education students specializing in Physical Education when interactive buzz breaks are introduced in their online synchronous sessions. This study utilized a mixed-method collaborative action research approach. The participants included 48 second-year Bachelor of Physical Education (BPEd) students enrolled in the course, “Drug Education, Consumer Health, and Nutrition”, from a teacher education institution (TEI) in Central Luzon, Philippines during the second semester of the academic year 2021-2022. Multiple sources of data were collected and analyzed which included teacher’s observation notes, Student Engagement Survey Questionnaire, and reflective journals. Five (5) interactive buzz break activities were implemented using the “Wordwall” as an intervention within twelve synchronous sessions. The survey questionnaire was administered before (pre-assessment) and after (post-assessment) the intervention to describe the students’ level of virtual engagement. Results of the quantitative phase revealed that there is a high level of students’ behavioral, cognitive, and emotional virtual engagement before and after the strategy. The qualitative phase further promoted these results to reveal the remarkable experiences encountered by students during the intervention implementation that contributed to sustaining their virtual engagement. The derived results and findings posit that administering various interactive buzz break activities with the utilization of various educational platforms synchronously and asynchronously may sustain and further improve students’ virtual engagement.
43
Rogowska, Aleksandra M., Iuliia Pavlova, Cezary Kuśnierz, Aleksandra Kwaśnicka, Szymon Koszyk, and Marta Hejno. "Comparison of healthy behavior in Ukrainian and Polish students of physical education." Physical Activity Review 9, no. 2 (2021): 56–65. http://dx.doi.org/10.16926/par.2021.09.21.
Full textAbstract:
Introduction: This study aimed to examine the healthy behaviors in undergraduate students of Physical Education (PE) from Ukraine and Poland in comparison to the control sample of students of other faculties. Material and methods: The group of 564 university students (67% of males), ranging in age from 18 to 41 years (M = 22.05, SD = 2.49), was surveyed using a written form of the Health Behavior Inventory (HBI). The HBI includes the following four subscales: healthy habits, nutrition (HHN), preventive behavior (PB), positive adjustments (PA), and healthy practices (HP). Undergraduates' sample consisted of 25% Ukrainian students of PE faculty, 30% Polish PE students, and 45% Polish sample of other faculty's students. Results: Overall, the undergraduates were presented with a low level of the total HBI. Both Ukrainian and Polish PE students scored higher than their other faculties' peers in the Total HBI, HHN, PB, and PA scales. Women scored significantly higher than men in the Total HBI, HHN, and PB scales. The interaction between faculty and gender was also found in the total HBI, HNN, and HP scores. Conclusions: The Polish Health Education curriculum at universities should be improved to increase PE students' healthy behavior as future teachers. New health promotion programs should be implemented at campuses and universities to maintain and improve a healthy lifestyle among students. These health prevention programs' main aim is to motivate students, be more responsible for their health, engage more in physical activity, learn effective coping with stress strategies, and practice healthy eating habits and other wellness forms.
44
Gvozdii, Svitlana, Ruslana Romaniuk, Svitlana Genkal, Inna Shorobura, Vasyl Stakhiv, and Vadym Pienov. "Features of Training Future Teachers of Natural Sciences in Modern Higher Education in the Context of Modern Neurosciences." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 13, no. 2 (June 30, 2022): 245–58. http://dx.doi.org/10.18662/brain/13.2/341.
Full textAbstract:
In the article, questions about the features of training future teachers of natural sciences in modern higher education in the context of modern neurosciences are highlighted.It was found that highly qualified and competent teachers are the key to successful higher education. The concept of "neuroscience" is investigated. Publications and books of domestic and foreign scientists on the training of future teachers of natural disciplines in the view of neurosciences are highlighted. The application of methodological approaches in teaching future teachers of natural disciplines is noted. The branch of neuro-andragogy, which is important for adult learning is considered. It is noted that university teachers should enrich the educational process with modern strategies in order to meet the needs of future student teachers. It is noted that future teachers are interested in mastering knowledge of neurosciences, because they understand that this will help them in their professional activities. It has been proven that many scientists argue that education cannot exist today without neurosciences. The facts that have a special impact on the work of the child's body and on learning have been clarified: energy supply, nutrition, stress resistance and environmental pollution. A study of approbation of foreign programs "Scheme of education and neuroscience" and "Science of the brain in motion" was carried out. It was found that students are interested in knowledge about the work of their own brain and try to work on themselves to help the body improve its performance.It is noted that scientists argue that for the activity of the brain to be productive, it is necessary for the neurons, synapse and myelin to work in a balanced way.It was proven that COVID - 19 pandemic to negatively impacted education. It was found that physical activity and the activity of cognitive functions are an integral link. Emphasis is placed on the pedagogy of partnership, which will promote close cooperation of teachers, children and parents and help parents to preserve the health of the child.
45
Bhagi, Jupender Singh, Kuljeet Kaur, and Dr Sarita Tyagi. "GENDER WISE COMPARISON OF DISORDERED EATING ATTITUDES IN PHYSICAL EDUCATION PROFESSIONALS OF INDIA: A CROSS-SECTIONAL STUDY." International Journal of Research -GRANTHAALAYAH 9, no. 6 (June 30, 2021): 91–97. http://dx.doi.org/10.29121/granthaalayah.v9.i6.2021.4003.
Full textAbstract:
Motivation/Background: Eating disorders (ED) are serious psychological disorders characterized by unhealthy eating habits. There are a limited number of studies on eating disorders among male and female physical education professionals like teachers, coaches, and trainers. Therefore, the objective of this study was to examine the prevalence of disordered eating attitudes (EA) among the ones that are more or less associated with fitness, training and counseling the students and public in general. Method: A survey study on 83 such professionals with at least 5 years of experience was being conducted through online questionnaire. The Eating Attitudes Test (EAT-26) was used. Results: Of the 83 participants, 20% scored ≥ 20 on the EAT-26. A significant positive correlation (p<.01) was found between age and body mass index (BMI) on EAT-26 scores. Conclusions: Awareness regarding appropriate nutrition in relation to body weight is needed among professionals themselves before they counsel others to begin with and must therefore be cautious about their own eating patterns in the first place.
46
Schuler, Brittany R., Brit I. Saksvig, Joy Nduka, Susannah Beckerman, Lea Jaspers, Maureen M. Black, and Erin R. Hager. "Barriers and Enablers to the Implementation of School Wellness Policies: An Economic Perspective." Health Promotion Practice 19, no. 6 (January 18, 2018): 873–83. http://dx.doi.org/10.1177/1524839917752109.
Full textAbstract:
Background. Local wellness policies (LWPs) are mandated among school systems to enhance nutrition/physical activity opportunities in schools. Prior research notes disparities in LWP implementation. This study uses mixed methods to examine barriers/enablers to LWP implementation, comparing responses by student body income. Method. Schools ( n = 744, 24 systems) completed an LWP implementation barriers/enablers survey. Semistructured interviews ( n = 20 random subsample) described barriers/enablers. Responses were compared by majority of lower (≥50% free/reduced-price meals; lower income [LI]) versus higher income (HI) student body. Results. In surveys, LI and HI schools identified common barriers (parents/families, federal/state regulations, students, time, funding) and enablers (school system, teachers, food service, physical education curriculum/resources, and staff). Interviews further elucidated how staffing and funding served as enablers for all schools, and provide context for how and why barriers differed by income: time, food service (HI schools), and parents/families (LI schools). Conclusions. Findings support commonalities in barriers and enablers among all schools, suggesting that regardless of economic context, schools would benefit from additional supports, such as physical education and nutrition education resources integrated into existing curricula, additional funding, and personnel time dedicated to wellness programming. LI schools may benefit from additional funding to support parent and community involvement.
47
Patimah, Sitti, Sundari Sundari, and Andi Imam Arundhana. "A Qualitative Study on Secondary School Teacher’s Perceptions of Stunting in Majene District, West Sulawesi Province." Amerta Nutrition 5, no. 2SP (November 27, 2021): 1. http://dx.doi.org/10.20473/amnt.v5i2sp.2021.1-9.
Full textAbstract:
Background: Stunting remains a major public health problem in Majene, Indonesia. School-based nutrition education is an effective strategy to reduce the prevalence of stunting in all settings. The teachers are the key to implementing the strategy in order to improve the students’ behavior and nutritional status.Purpose: The study aimed to explore the teachers’ perceptions about stunting.Method: A qualitative case-study approach was employed using two focus group discussions in four secondary schools. The study participants were teachers of biology, physical education and health science, and religious subjects or supervisor of school extracurricular activities. A total of 22 teachers were interviewed following the guidelines and were recorded using a camera and tape recorder. The transcription process was done using an inductive-interactive model.Result: The perceptions of teachers about stunting are varied. It might be due to teachers’ knowledge, value, and experiences, which also diverged. One teacher perceived that stunting is a mismatch between the child's weight and age, while another perceived genetics as the main cause. Interestingly, a teacher perceived that stunting is related to religion. Prayer has function as a spirit in creating a mindset towards food and drinks. Likewise, the prevention of stunting is also through worship and prayer during pregnancy. Low cognitive skill and productivity, illness, and detrimental to the state are the common impacts of stunting. In addition, teachers also mentioned that there are several agencies involved in the stunting intervention programs, including BPOM.Conclusion: There were variations of teacher perceptions about stunting definition, causes, impacts, prevention, and implementers of stunting programs.
48
Ribeiro, José Ricardo Claudino, Camila Cristina Fonseca Bicalho, Marcos Teixeira de Abreu Soares Onofre, and Franco Noce. "Autoeficácia em Professores do Ensino Superior." Revista de Ensino, Educação e Ciências Humanas 20, no. 3 (October 2, 2019): 319. http://dx.doi.org/10.17921/2447-8733.2019v20n3p319-326.
Full textAbstract:
O objetivo deste estudo foi avaliar a percepção de autoeficácia em professores do Ensino Superior e avaliar as propriedades psicométricas da Escala de Autoeficácia para Professores do Ensino Superior para o contexto brasileiro. Participaram deste estudo 188 professores do Ensino Superior de instituições da rede privada de Minas Gerais. Os professores lecionavam nas áreas da Educação Física, Nutrição, Ciências Biológicas, Geografia, Fisioterapia, Medicina, Análise de Sistemas, Enfermagem, Turismo e Pedagogia. A amostra foi composta por 61,5% de professores do sexo masculino. Em relação à formação, foi predominante a participação de professores com especialização Lato Sensu (52,9%). Todos os professores responderam a Escala de Autoeficácia para Docentes do Ensino Superior-EADES. Os resultados mostraram que a escala está adequada para a avaliação da autoeficácia em professores (α=0,92). Em relação ao quanto os professores se sentem capazes de realizar suas tarefas docentes, foram verificados valores médios entre 5,01 e 5,65, o que representa um alto valor de percepção de autoeficácia pelos professores. Conclui-se que os principais fatores responsáveis pela autoeficácia dos professores são a Satisfação, a Persuasão Social e as Experiências Pregressas. Estes aspectos fornecem uma importante sugestão sobre as possibilidades de exploração destes fatores no que diz respeito às futuras aquisições, programas de formação e pesquisas futuras. Palavras-chave: Validação. Eficácia Docente. Educação Superior. AbstractThe aim of this study was to evaluate the perception of self-efficacy in higher education teachers and to evaluate the psychometric properties of the Self-efficacy Scale for higher education teachers in the Brazilian context. A total of 188 higher education teachers from institutions of the private network of Minas Gerais participated in this study. Teachers taught in the areas of Physical Education, Nutrition, Biological Sciences, Geography, Physiotherapy, Medicine, Systems Analysis, Nursing, Tourism and Pedagogy. The sample consisted of 61.5% male teachers. All teachers answered the Self-Efficacy Scale for Teachers of Higher Education-EADES. Lato Sensu teachers (52.9%), followed by master teachers (34.8%), doctors (9.6%) and graduates (2.7%) predominated. The results showed that the scale is adequate for the evaluation of self-efficacy in teachers (α=0.92). In relation to how much teachers feel capable of performing their teaching tasks, mean values between 5.01 and 5.65 were verified, which represents a high value of self-efficacy perception among teachers. It is concluded that the main factors responsible for teachers' self-efficacy are satisfaction, social persuasion and previous experiences. These aspects provide an important suggestion about the possibilities of exploring these factors with regard to future acquisitions, training programs and future research. Keywords: Validation. Professor Efficacy. University Education.
49
Liz Martins, Margarida, Sara SP Rodrigues, Luís M. Cunha, and Ada Rocha. "Strategies to reduce plate waste in primary schools – experimental evaluation." Public Health Nutrition 19, no. 8 (October 28, 2015): 1517–25. http://dx.doi.org/10.1017/s1368980015002797.
Full textAbstract:
AbstractObjectiveTo determine and compare the effect of two interventions in reducing the plate waste of school lunches.DesignA between-group analysis was conducted among children from three primary schools: (i) a group receiving intervention A, designed for children and focusing on nutrition education and food waste; (ii) a group receiving intervention B, intended for teachers and focusing on the causes and consequences of food waste; and (iii) a control group with no intervention. For each child, physical weighing of individual meals and leftovers was performed on three non-consecutive weeks at baseline (T0), 1 week (T1, short term) and 3 months (T2, medium term) following the intervention. Plate waste was recorded for a total of 1742 lunches during 14 d over eight different menus.SettingPortuguese public primary schools in the city of Porto.SubjectsAll fourth-grade children (n 212) attending the three preselected schools.ResultsAfter intervention A focusing on nutrition education designed for children, a decrease in soup waste was observed compared with the control group. The effect was greater at T1 (−11·9 (se 2·8) %; P<0·001) than at T2 (−5·8 (se 4·4) %; P=0·103). The plate waste of identical main dishes decreased strongly at T1 (−33·9 (se 4·8) %; P<0·001). However, this effect was not found at T2 (−13·7 (se 3·2) %; P<0·001). After intervention B involving teachers, plate waste decreased at T2 (−5·5 (se 1·9) % for soup; −5·4 (se 2·4) % for identical main dishes).ConclusionsNutrition education designed for children was more effective in the short than the medium term. Thus, this kind of intervention was not effective in reducing food waste in the medium term. In contrast, an intervention focusing on teachers revealed better results in the medium term than in the short term.
50
Faragó, Ildikó, Timea Egri, and Andrea Rucska. "Impact of Oral Health Education Difficulties in Disadvantaged Primary Schools." Papers in Arts and Humanities 2, no. 2 (December 22, 2022): 107–24. http://dx.doi.org/10.52885/pah.v2i2.113.
Full textAbstract:
The inadequate social integration of young people from disadvantaged regions is compounded by poor health and lifestyle, which manifests itself as mechanisms of educational disadvantage. Pupils have less access to the resources they need to develop their skills in their home environment, which should be adapted to their specific educational needs with specialized teachers. In this segment of the population, the time spent on health was inadequate even before online education was introduced due to the pandemic. The segregation has worsened their situation, and the lack of digital tools has not reduced the gap. We aimed to explore the lifestyles of primary school pupils in disadvantaged regions to extend the research to pupils with special educational needs and to understand their health behavior through dental status and time spent on oral health, which determines their life chances. The study was conducted in three primary schools in disadvantaged regions in the Abaúj region, Hungary, and 318 pupils (mean age: 10.5±2.5 years) underwent dental screening and survey examinations. The questionnaire focused on nutrition, physical activity, family microenvironment, health behavior, and educational processes during the pandemic. The majority of the students live in large families. Most students visit the dentist only when they have a toothache; 21.6% do not exercise outside school; 19.1% have already consumed alcohol. Their DMFT average is 5.6±3.5. Also, 32.7% of the students had a device for online education. A firm increase in the level of preventive activities in minority schools, with the involvement of special education teachers, is crucial for social inclusion and health.