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- Title
Implementation of Field-to-Fork After-School Programs in Elementary Schools in Kentucky.
- Authors
O'Neal, Carol; Perez, Angelique
- Abstract
This research project is an evaluation case study of the Food Literacy Project's Field-to-Fork Program in two elementary schools located in Louisville, KY. The effectiveness of experiential education programs on improving children's and caregivers' food literacy, food access and health behaviors was measured. The overall goal of this program is to promote healthy lifestyles for the prevention of childhood obesity among children in elementary schools located in low-income Louisville neighborhoods. The intervention is driven by the social cognitive theory of behavior change and the community organization theory. The field-to-fork clubs are 10-week programs for 3rd, 4th and 5th graders. The programming includes student preparation of healthy recipes with seasonal fresh produce. Students explore all aspects of wellness (nutrition, gardening, cooking classes, physical activity, family engagement and weekly take-home challenges). Parents participate with club members for the second five weeks to learn about nutrition, healthy foods, gardening, farming and cooking with their child. The program evaluation included the administration of pre- and post-program surveys to evaluate nutritional proficiency and daily physical activity of youths. The findings of the study suggest that school based programs are an effective method of providing experiential nutrition education for students and caregivers. In addition, experiential education and access programs can help children improve health behaviors related to consuming healthful foods. The intervention is distinctive in using experiential education and fresh fruit/vegetable access programming to connect underserved youth and families with fresh foods, the people who grow it, the land, and each other. Ultimately, this project creates a replicable model for addressing childhood obesity and builds a stronger local food system by empowering students and their families to organize and lead in making lasting lifestyle and community change.
- Subjects
ELEMENTARY schools; EXPERIENTIAL learning; SOCIAL cognitive theory
- Publication
Kentucky SHAPE JOURNAL, 2019, Vol 56, Issue 2, p139
- ISSN
1071-2577
- Publication type
Article