Works Cited - Weebly



Michelle Tryggestad

LibMedia 550 Reference & Bibliography

UWSSLEC Fall 2008

Client Bibliography

The purpose of my Client Bibliography was to assist a co-worker at Tomah Middle School whose Personal Education Plan is focused on childhood obesity.  In our first meeting she indicated a plan to implement a nutrition, exercise and education after-school program with a small group of students beginning as sixth graders and following them through eighth grade.  She is looking for information that would assist her in formatting her curriculum - resources such as parent education, research studies and middle school appropriate information.

In my second meeting with my co-worker, I asked her to clarify the true intent of her after school program. She reaffirmed her goal to assist sixth grade girls, eventually expanding the program to seventh and eighth grade girls. As a female herself she felt she could better relate to an all girls group. And with topics such as exercise and nutrition, she felt girls would be more apt to attend and participate if the group was single sex. She would however be interested in helping to develop a program strictly for middle school boys, with adult male role models, as this is such an area of current concern in our nation.

We fine tuned her topic list to the following areas: Assessments, Exercise, Nutrition, Weight & Obesity, and Wellness. We felt these areas would give her access to information she could share with her students and their families. They would also assist her in creating after-school lessons that would encourage and assist the girls with overall wellness.

I, in turn, developed sub-topics for each of the aforementioned areas including Articles, Books, DVD & Video, Lessons, and Web & Online works and resources. I tried to include notes or an abstract to assist my client in determining usage. I feel this gives my client a well-organized bibliography that will assist in the development of her after-school program.

Assessment Articles Works Cited

Fillon, Mike. "Fitness Magazines and Eating Disorders: Is There a Relationship?" Psych Central. October 19, 2006 12/8/2008 It’s long been held that waif-thin models posing in fashion and beauty magazines encourage young women to follow unhealthy eating habits—possibly bulimia and anorexia nervosa. Now, researchers at Brigham Young University have discovered “thin is in” messages aren’t the only ones leading to eating disorders—the “hard bodies” in women’s health and fitness magazines do also. .

Geiger, Brian F., Cindy J. Petri, and Carol Barber. "A University-School System Partnership to Assess the Middle School Health Program." American Journal of Health Studies 19.3 (2004): 158-63. University health education faculty assisted an urban school system in a southeastern state to plan and conduct an assessment of the school health program in three middle schools. A School Health Subcommittee was formed that included administrators, teachers, school nurses, parents, students, and representatives from nonprofit agencies. The Subcommittee activated three middle school wellness teams to identify program strengths and areas for improvement during the 2003-04 school year

Shilts, Mical Kay, Marcel Horowitz, and Marilyn S. Townsend. "An Innovative Approach to Goal Setting for Adolescents: Guided Goal Setting." Journal of Nutrition Education & Behavior 36.3 (2004): 155-6. This article discusses a guided goal setting approach to promote positive nutritional behavior change among adolescents. EatFit is a theory-driven dietary and physical activity behavior change intervention for middle school adolescents. It is based on Social Cognitive Theory, with strong emphasis on goal setting. During development of the intervention, a concern arose about the appropriateness of the current methods of goal setting with adolescents. The three types of goal setting namely self-set, participatory, and assigned, did not seem suitable for this audience or setting. Although goal setting has been shown to be an effective method for dietary and physical activity behavior change in adults, its effectiveness has not been shown with adolescents. Setting a goal requires abstract reasoning, which begins to develop during adolescence. Therefore, some adolescents may yet have the cognitive ability to self-set a goal. Participatory goal setting was not an option for a school setting owing to the individualized time commitment needed from the teacher. Assigned goal setting may limit adolescent autonomy, thereby decreasing goal commitment. Instead of expecting youth to set their own goals or be assigned a goal, guided goal setting provides adolescents with a choice from a variety of practitioner-developed goals.

Exercise Articles Works Cited

"Barriers--and Paths--to Fitness in Teenage Girls." Running & FitNews 25.3 (2007): 1-. The article focuses on the physical fitness in teenage girls. Reportedly, girls stop participating in vigorous physical activity sooner than boys and are therefore at a higher risk of developing health issues related to obesity such as diabetes and hypertension. David Watt, the executive director of

Exercise Articles Works Cited (cont.)

the American Running Association, comments on the decreased participation in community club sports due to high school varsity athletes.

Blanchette, David M., et al. "Aerobic Exercise and Creative Potential: Immediate and Residual Effects." Creativity Research Journal 17.2 (2005): 257-64. The potential effects of aerobic exercise on creative potential were explored both immediately following moderate aerobic exercise and after a 2-hr lag. Sixty college students participated in an experiment consisting of 3 regimens varying the time when a Torrance Test of Creative Thinking was taken in relation to exercise completion. The results supported the hypotheses that creative potential will be greater on completion of moderate aerobic exercise than when not preceded by exercise (immediate effects), that creative potential will be greater following a 2-hr lag time following exercise than when not preceded by exercise (residual effects), and that creative potential will not be significantly different immediately following exercise than after a 2-hr lag time following exercise (enduring residual effects). Limitations and implications for future research were discussed.

Boyd, Michael P., Carol Weinmann, and Zenong Yin. "The Relationship of Physical Self-Perceptions and Goal Orientations to Intrinsic Motivation for Exercise." Journal of Sport Behavior 25.1 (2002):1. The purpose of this study was to examine the multivariate relationship between physical self-perceptions/goal orientations and intrinsic motivation for exercise. Female undergraduates (N = 261) enrolled in physical activity classes completed several self-report measures assessing physical self-perceptions, task and ego goal orientations for exercise, and intrinsic motivation for exercise. Factor analysis initially confirmed stable factor structures for all the measured variables. Subsequent canonical correlation analysis revealed a significant and meaningful relationship between a pair of canonical variates incorporating physical self-perceptions and task/ego orientations as predictor variables and indices of intrinsic motivation for exercise as dependent measures. Results revealed that a high positive loading on self-perceptions of physical condition, moderately positive loadings on perceptions of sports competence, physical strength, and a task orientation for exercise, corresponded to a set of intrinsic motivation criterion variables composed of interest/enjoyment, perceived competence, effort/importance, and tension/pressure for exercise. Ego orientation for exercise, however, failed to significantly contribute to the multivariate relationship. Discussion highlights the notion, that among the present sample, self-perceptions of competence in the physical domain, and a task orientation for exercise, are robust correlates of intrinsic motivation for exercise.

Edwards, Cliff. "Class, Take Out Your Games." Business week.3972 (2006): 70-. This article looks at the use of certain computer games by teachers to pique the interest of students in subjects such as history, physical fitness, politics and music theory. Konami Corp.'s "Dance Dance Revolution" is being used as a fitness tool in all 163 of West Virginia's middle schools. Several schools in Washington, D. C. will incorporate into their lesson plans "Civilization" games in which students build empires in Europe, North America, Asia or a fictional setting.

Exercise Articles Works Cited (cont.)

Fahlman, Mariane M., Heather L. Hall, and Robyn Lock. "Ethnic and Socioeconomic Comparisons of Fitness, Activity Levels, and Barriers to Exercise in High School Females." Journal of School Health 76.1 (2006): 12-7. The purpose of this study was to determine if high school females differed in individual measures of health-related physical fitness, barriers to exercise, or activity level based on ethnicity or socioeconomic status. A cross-sectional sample consisting of African American (28%), Hispanic (23%), and white (49%) female high school students, 46% from low socioeconomic groups and 54% from moderate or high socioeconomic groups (n = 1314, age = 16.2 ± 0.9) participated in this study. A 15-question survey instrument assessed barriers to exercise and activity level. The FITNESSGRAM fitness test assessed aerobic capacity and body mass index (BMI), and skinfold calipers were used to assess percent body fat. Significant differences between African Americans, Hispanics, and whites were found on the following dependent variables: BMI, percent fat, mile run, perceived barriers to exercise, and activity level. Significant differences between socioeconomic groups were found on the following dependent variables: percent fat, mile run, activity level, and perceived barriers to exercise. These results suggest that students of minority and low socioeconomic groups should be given separate and different interventions regarding health-related fitness.

Frenn, Marilyn, and Shelly Malin. "Diet and Exercise in Low-Income Culturally Diverse Middle School Students." Public Health Nursing 20.5 (2003): 361. It is important to understand constructs essential to low-fat-diet and physical-activity behaviors of low-income culturally diverse middle-school-age students, because ethnicity and socioeconomic status influence body weight status, and these groups are most at risk for obesity later in life. In this descriptive study, constructs important in low-fat diet and physical activity in low- to middle-income, culturally diverse middle school students were examined. Revised for cultural/developmental appropriateness and reading level, instruments incorporating constructs from the Health Promotion and Transtheoretical Models were tested with 221 youth. Results demonstrated that percentage of fat in diet, total number of strategies used for a low-fat diet, access to low-fat food, and total number of exercise processes varied significantly (p < 0.05) across stages of change for low-fat diet. We concluded that interventions should foster access to low-fat foods and processes for diet and activity change. Despite significantly lower income and higher grade level (both of which are risks for poor health behaviors), students in the private school demonstrated significantly lower fat in diet, higher perception of benefits, and better access to low-fat food. These findings warrant additional study.

Harrell, Joanne S., et al. "Assessing Physical Activity in Adolescents: Common Activities of Children in 6th-8th Grades." Journal of the American Academy of Nurse Practitioners 15.4 (2003): 170. Provides data for physical assessment in practice by describing the leisure time activities of adolescents and determining if the activities and the metabolic equivalents of those activities differ for boys and girls. Top five activities of boys; Average metabolic equivalents for boys and girls.

Exercise Articles Works Cited (cont.)

Horowitz, Marcel, Mical Kay Shilts, and Marilyn S. Townsend. "EatFit: A Goal-Oriented Intervention that Challenges Adolescents to Improve their Eating and Fitness Choices." Journal of Nutrition Education & Behavior 36.1 (2004): 43-4. The EatFit program has been developed to improve the dietary and physical activity behaviors of middle school students in California. Designed for 11- to 15-year-olds, the EatFit intervention has three components: workbook; Web-based assessment; and classroom curriculum for the teacher/leader. The physical activity assessment has students examine their current fitness activity behaviors and guides them through goal setting and contracting. Each week, students track their eating and fitness goal progress. Incentives in the form of raffle tickets and prizes are used to motivate students. Each lesson is correlated to the California Department of Education Standards.

"How do You Help Kids Cope with Test-Taking Anxiety?" NEA Today 21.7 (2003): 25. Gives advice on helping children cope with test-taking anxiety. Techniques in alleviating fear of students; Term used in replacing the word test; Benefits of a physical exercise.

Poulsen, Anne A., and Jenny M. Ziviani. "Health Enhancing Physical Activity: Factors Influencing Engagement Patterns in Children." Australian Occupational Therapy Journal 51.2 (2004): 69-79. Physical inactivity and the development of increasingly sedentary lifestyles are recognised as a community health concern, the origins of which can be traced from childhood lifestyle behaviours. Physical activity engagement patterns in children are multidimensional and occupational therapists are philosophically well suited to profiling these activity patterns. To do so requires a broad understanding of the complex, interrelated contextual, interpersonal, intrapersonal and temporal aspects of occupational performance. In this paper, the SCOPE-IT model (Synthesis of Child Occupational Performance and Environment — In Time) is used as a conceptual framework for describing these factors. This is undertaken with the purpose of alerting occupational therapists and others who work with children to key factors that influence the development of healthy lifestyles where there is an optimal balance between physically active and sedentary pursuits. Achieving temporal balance in core areas of occupational performance underpins physical and mental health and has implications for disease prevention.

Rankins, Jenice, et al. "Impact of a Low-Intensity Pedagogical Model for Integrating MedlinePlus Exercises into Middle School Nutrition Lessons." Journal of the Medical Library Association 95.4 (2007): 388-93. The research developed and pilot-tested MedlinePlus exercises in a diet-related chronic disease prevention (DCDP) middle school lesson unit called "Live." Methods: MedlinePlus exercises were jointly developed by two middle school family and consumer sciences (FCS) teachers and integrated into the "Live" DCDP lesson unit. FCS classes (n 4) who had participated in a prior "Live" study were chosen to pilot-test the MedlinePlus-supplemented exercises. Evaluation measures included student satisfaction (assessed using an 8-item pre- and posttest questionnaire), knowledge gained, and attitudinal changes (assessed with an abridged version of a previously developed "Live" questionnaire). Statistical analyses were performed using SPSS. Results: Of 62 total study participants, 56 (92.3%) said that they

Exercise Articles Works Cited (cont.)

were either "somewhat" or "clearly": (a) more likely to use MedlinePlus as a future source for answering questions about their personal health and (b) more knowledgeable about how eating habits can help prevent disease. Selected parameters were improved for nutrition knowledge (P < 0.01) and attitudes (P < 0.01) related to healthy eating. Conclusions: MedlinePlus has good potential for efficiently communicating trustworthy diet-related disease-prevention behaviors to adolescents in an existing classroom curriculum.

Salemme, Elisabeth. "Danger! Kids Playing Tag." Time 168.18 (2006): 19-. This article reports on schools across the United States banning children's games, such as tag and touch football, during recess breaks. Administrators cite fears of children getting hurt and parents suing, as well as lower self-esteem for those children always picked to be "it." Drawing instant criticism, opponents claim that these kinds of games are necessary for physical exercise and interaction, helping decrease rates of obesity and increase social maturity.

Shuck, Lana Hawhee. "Fit for Life: An Integrated Holistic Approach to Health." Contemporary Education 69.3 (1998): 157. Focuses on the importance of teaching students the long-term benefits of physical exercise, nutritional habits and healthy living, in the United States. Indication that students are typically required to take one semester in physical education; Details on the increase in the development of chronic health problems; Discussion on the need for a comprehensive approach to health and well being.

"Study: Teens are Not on the Move." American School Board Journal 196.9 (2008): 8-. The article focuses on the physical activity of teenagers in the U.S. It explains that teenagers do not get enough physical exercise, according to a study conducted by the "Journal of the American Medical Association." Information about what schools can do to increase activity and prevent childhood obesity is provided.

Twemlow, Stuart W., Frank C. Sacco, and Peter Fonagy. "Embodying the Mind: Movement as a Container for Destructive Aggression." American Journal of Psychotherapy 62.1 (2008): 1-33. Violent, nonmentalizing individuals who act out aggression do not usually respond to verbal therapeutic approaches alone. We suggest the movement in physically oriented therapies, such as yoga and martial arts, combined with psychodynamic psychotherapy are critical in reaching these individuals. We also suggest embodiment as a direct link to the kinesthetic core of easily disturbed attachment experiences. This process embodying the mind requires a safe, containing context found in the therapist. Clinical vignettes show how this might be done in both individual and social contexts. These vignettes also show a way to think about such a combination of techniques and theories.

Walters, Scott T., and John E. Martin. "Does Aerobic Exercise really Enhance Self-Esteem in Children? A Prospective Evaluation in 3rd-5th Graders." Journal of Sport Behavior 23.1 (2000): 51. Despite the assumption that aerobic exercise has been empirically linked to high self-esteem in children, little research has been done in the area. The purpose of the present study was to examine the link between aerobic exercise, and both self-esteem and problem

Exercise Articles Works Cited (cont.)

behaviors in children. A group of 67 children grades 3-5 received an intensive aerobic exercise intervention and a group of 80 grade-matched children received a minimally aerobic exercise program. The duration of the intervention period was 13 weeks. The Self-Perception Profile for Children (SPPC) was administered to both groups pre and post-intervention. Parents similarly completed the Behavioral Rating Index for Children to assess the level of problem behaviors pre and post-intervention. Repeated measures ANOVAs revealed that the exercise curriculum did not significantly improve any of the six SPPC sub-scores of the experimental group as compared to the control group, nor did it diminish their level of problem behaviors. Furthermore, the comparison group improved their General Self-Worth sub-scores as compared to the experimental group. In general, the results of this study do not support the conclusion that aerobic exercise is linked to increases in self-concept. An alternate possibility for these findings ma), be the presence of a ceiling effect, where both groups began and finished the implementation period scoring well above average. Additional research is recommended to examine both the immediate and long-term efficacies of children's exercise programs in promoting self-concept.

Zapata, Lauren B., et al. "Dietary and Physical Activity Behaviors of Middle School Youth: The Youth Physical Activity and Nutrition Survey." Journal of School Health 78.1 (2008): 9-18. Obesity has become a national epidemic among youth. Declining physical activity and poor nutrition contribute to this epidemic. The purpose of this study was to obtain data on middle school students’ physical activity and nutrition knowledge and practices. Methods: The Youth Physical Activity and Nutrition Survey was developed and distributed to a probability sample of Florida public middle schools (n = 73) in spring 2003, producing data from 4452 students in grades 6-8. Results: Results showed that less than one fourth of youth met expert recommendations for daily fruit and vegetable intake and less than one fifth identified the daily fruit and vegetable serving recommendation. Less than half of students reported eating breakfast daily. More non-Hispanic black youth reported not engaging in vigorous or moderate physical activity during the previous 7 days, and more girls and Hispanic youth reported not attending any physical education classes during the average school week. Conclusion: These findings demonstrate that dietary and physical activity behaviors and knowledge among these middle school youth are setting the stage for the obesity epidemic to continue.

Exercise Lessons Works Cited

Carter, Jill, et al. Planet Health: An Interdisciplinary Curriculum for Teaching Middle School Nutrition and Physical Activity. Human Kinetics Publishers, 2007. An evidence-based approach to health education The second edition of Planet Health: An Interdisciplinary Curriculum for Teaching Middle School Nutrition and Physical Activity offers an innovative approach to teaching health education. You can use this proven, evidence-based curriculum to teach students about nutrition and physical activity while helping them build skills and competencies in language arts, math, science, social studies, and physical education. The curriculum is designed for use by teachers in the major subjects as well as in physical education and health. This new edition includes revised nutrition and physical activity

Exercise Lessons Works Cited (cont.)

information, ensuring that you're equipped with the most up-to-date science. The book also includes an all-new CD-ROM with plenty of reproducible worksheets, parent information and newsletters, school health resources, and other teacher resource materials. Like the popular first edition, Planet Health provides35 complete, ready-to-use lesson plans and 31 microunits that promote healthy nutrition and activity;materials and instructions to implement Power Down, a two-week campaign to reduce television and other media viewing time, which you can launch in the classroom or school-wide; andFitCheck, a self-assessment tool to help students track and improve their activity levels. In addition, the book includes access to a Web site which features a teacher training PowerPoint presentation, a Planet Heath FAQ, and more. Planet Health, Second Edition, encourages students to think holistically about how health behaviors are interrelated, and it offers a constructivist approach to teaching and learning. With this approach, you can build on your students' knowledge and experiences to create an active, inquiry-based, student-centered learning environment--one in which students learn best as they construct meaning for themselves. Developed by educators and scientists at the Harvard School of Public Health, Planet Health, Second Edition, is aligned with the Massachusetts Department of Education Curriculum Frameworks (learning standards) for health, language arts, math, science and technology, and history and social science, and it meets the standards in many other states. Every Planet Health lesson incorporates a range of language arts learning standards and engages students through discussion ideas for small or large groups in which they cooperatively learn and solve health-related issues. Active discussions are used to encourage higher-level thinking and cognition, and peer-group work fosters social development. This new edition of Planet Health is the perfect antidote to kids' inactivity, poor food choices, and high levels of screen-viewing time. Acquiring good habits regarding nutrition and physical activity in adolescence often carries over into adulthood. Help your students develop good habits now with Planet Health, Second Edition, and they'll have a better chance of growing into healthy adults. A resource for middle school language arts, math, science, social studies, health and physical education teachers; health and physical education directors, supervisors, chairs and administrators; and university faculty who teach physical education or health.

Dale, Darren, et al. Fitness for Life. Champaign, IL: Human Kinetics, 2007. ID: 232579740 "The new Fitness for Life Wraparound Teacher Edition and Resources Kit combines all of the Fitness for Life ancillaries necessary for teaching the course into one easy-to-use package. Created in the wraparound format, it displays the lesson plans and thumbnails of the ancillary materials wrapped around a smaller view of the student text. Not only does it clearly show teachers when and how to work in the other ancillary materials, it provides step-by-step guidance on how to deliver each lesson. Within the wraparound format, you'll find thumbnail versions of worksheets and activity and vocabulary cards. The worksheets and other materials in hard copy are also safely stored on CD-ROMs so that everything that's intended to be copied and used with students is available when you need to print out a fresh copy. The Wraparound Teacher Edition and Resources Kit also includes course philosophy, objectives, how to organize

Exercise Lessons Works Cited (cont.)

the course, and suggested teaching strategies for using Fitness for Life to enhance student skills in core curriculum areas like reading and math."--Publisher's website.

Exercise Web & Online Works Cited

"Exercise & Fitness: Kids' Health." The Nemours Foundation. ©1995-2008. 11/23/2008 Teaching your child how to stay fit and exercise safely can lead to a lifetime of benefits. Read on for some excellent advice on how to help your child develop healthy habits..

"Girls' Health - Fitness Website." United States Department of Health and Human Services - Office on Women's Health;. June 24, 2008 12/8/2008 One fact about living in modern times is that our lifestyles are less active than they once were. The ways we get around now, like driving in cars or taking the bus, and even fun times, like watching movies and playing video games, don’t require us to move. This is a problem because we now know that how much you move is as important as what you eat to your overall health. But don’t worry— can help you find ways to make fitness part of your everyday life. .

A Weight Lifted: Weighing in: How to Improve Young Girls' Body Image. ed. Vol. 2008.Blog regarding how to improve young girls' body images.

Nutrition Articles Works Cited

Amaro, Salvatore, et al. "Kalèdo, a New Educational Board-Game, Gives Nutritional Rudiments and Encourages Healthy Eating in Children: A Pilot Cluster Randomized Trial." European journal of pediatrics 165.9 (2006): 630-5. The article presents a study which examined the efficacy of Kalèdo, a board game, on changes in nutrition knowledge and dietary behavior in three middle schools in Naples, Italy. The mechanics of the Kalèdo game are discussed. The participant characteristics are and the participant recruitment profile are shown.

Betterley, Connie. "Eatfit Intervention." Journal of Nutrition Education & Behavior 36.6 (2004): 342-3. The article focuses on the EatFit educational program designed to improve the eating and fitness choices of middle school adolescents in the United States. It consists of a nine-lesson curriculum, a student workbook and a Web site with dietary analysis and a goal-setting program. The program is based on Social Cognitive Theory, with an overall strategy of using guided goal setting to promote healthful eating and regular physical activity. Overall, the EatFit program provides teachers with an excellent approach for reaching young teens with timely, practical and accurate information on nutrition and fitness that is presented in a fun way.

Nutrition Articles Works Cited (cont.)

Bower, Amanda, and Jeff Chu. "Retooling SCHOOL LUNCH." Time 167.24 (2006): 84-5. This article discusses school-run cafeterias that are under pressure from parents, health officials and legislators to serve wholesome foods in the battle against childhood obesity. Across the U.S., administrators are banning deep-fat fryers and soda company products from cafeteria kitchens. Malcolm X Elementary, Shawnee Middle School, and Berkley's Martin Luther King Jr. Middle School are all discussed in this article with their solutions to the problem with obesity. Some solutions include school food courts, salads grown by the students, and serving fresh local foods.

Cullen, Karen Weber, Kathy Watson, and Issa Zakeri. "Improvements in Middle School Student Dietary Intake After Implementation of the Texas Public School Nutrition Policy." American Journal of Public Health 98.1 (2008): 111-7. We assessed the effect of the Texas Public School Nutrition Policy on middle school student lunchtime food consumption. Methods. Three years of lunch food records were collected from middle school students in southeast Texas: baseline (2001-2002), after local district changes (2002-2003), and 1 year after implementation of the Texas Public School Nutrition Policy (2005-2006). Students recorded amount and source of foods and beverages they consumed. Analysis of variance and covariance and nonparametric tests were used to compare intake after the policy change with intake during the 2 previous years. Results. After implementation of the nutrition policy, student lunch consumption of vegetables, milk, and several nutrients increased (protein, fiber, vitamins A and C, calcium, and sodium), and consumption of less desirable items (sweetened beverages, snack chips) decreased, as did percentage of energy from fat. Most of the desired nutrients and foods (vegetables and milk) were obtained from the National School Lunch Program meal. Fewer sweetened beverages, candy, chips, and dessert foods were purchased and consumed, but more of these items were brought from home and purchased from the snack bar. Conclusions. Overall, state school nutrition policies can improve the healthfulness of foods consumed by students at lunch.

Cullen, Karen Weber, and Issa Zakeri. "Fruits, Vegetables, Milk and Sweetened Beverages Consumption and Access to á La Carte/Snack Bar Meals at School." American Journal of Public Health 94.3 (2004): 463-7. We assessed the impact of access to school snack bars on middle school students' fruit, vegetable, milk, and sweetened beverage consumption. Methods. Five hundred ninety-four fourth- and fifth-grade students completed lunch food records 4 times during a 2-year period. Results. The fourth-grade cohort consumed fewer fruits, regular (not fried) vegetables, and less milk and consumed more sweetened beverages and high-fat vegetables during year 2. Conclusions. Middle school students who gained access to school snack bars consumed fewer healthy foods compared with the previous school year, when they were in elementary schools and only had access to lunch meals served at school. Healthy food choices and school policies that require healthier foods at school snack bars should be promoted.

Nutrition Articles Works Cited (cont.)

Frenn, Marilyn, and Shelly Malin. "Diet and Exercise in Low-Income Culturally Diverse Middle School Students." Public Health Nursing 20.5 (2003): 361. It is important to understand constructs essential to low-fat-diet and physical-activity behaviors of low-income culturally diverse middle-school-age students, because ethnicity and socioeconomic status influence body weight status, and these groups are most at risk for obesity later in life. In this descriptive study, constructs important in low-fat diet and physical activity in low- to middle-income, culturally diverse middle school students were examined. Revised for cultural/developmental appropriateness and reading level, instruments incorporating constructs from the Health Promotion and Transtheoretical Models were tested with 221 youth. Results demonstrated that percentage of fat in diet, total number of strategies used for a low-fat diet, access to low-fat food, and total number of exercise processes varied significantly (p < 0.05) across stages of change for low-fat diet. We concluded that interventions should foster access to low-fat foods and processes for diet and activity change. Despite significantly lower income and higher grade level (both of which are risks for poor health behaviors), students in the private school demonstrated significantly lower fat in diet, higher perception of benefits, and better access to low-fat food. These findings warrant additional study.

Havice, Michael J., et al. "Engaging Students through Collaboration: How Project FUN Works." Nursing Education Perspectives 28.4 (2007): 203-8. Students from three disciplines designed, developed, and implemented exercise and nutrition interventions, online modules and videos, to benefit low-income middle school students. The process used to incorporate the scholarship of teaching into a collaborative college-level application of learning is described.

Rankins, Jenice, et al. "Impact of a Low-Intensity Pedagogical Model for Integrating MedlinePlus Exercises into Middle School Nutrition Lessons." Journal of the Medical Library Association 95.4 (2007): 388-93. The research developed and pilot-tested MedlinePlus exercises in a diet-related chronic disease prevention (DCDP) middle school lesson unit called "Live." Methods: MedlinePlus exercises were jointly developed by two middle school family and consumer sciences (FCS) teachers and integrated into the "Live" DCDP lesson unit. FCS classes (n 4) who had participated in a prior "Live" study were chosen to pilot-test the MedlinePlus-supplemented exercises. Evaluation measures included student satisfaction (assessed using an 8-item pre- and posttest questionnaire), knowledge gained, and attitudinal changes (assessed with an abridged version of a previously developed "Live" questionnaire). Statistical analyses were performed using SPSS. Results: Of 62 total study participants, 56 (92.3%) said that they were either "somewhat" or "clearly": (a) more likely to use MedlinePlus as a future source for answering questions about their personal health and (b) more knowledgeable about how eating habits can help prevent disease. Selected parameters were improved for nutrition knowledge (P < 0.01) and attitudes (P < 0.01) related to healthy eating. Conclusions: MedlinePlus has good potential for efficiently communicating trustworthy diet-related disease-prevention behaviors to adolescents in an existing classroom curriculum.

Nutrition Articles Works Cited (cont.)

Young, Elizabeth M., Stuart W. Fors, and David M. Hayes. "Associations between Perceived Parent Behaviors and Middle School Student Fruit and Vegetable Consumption." Journal of Nutrition Education & Behavior 36.1 (2004): 2-12. To examine whether (1) student perceptions of parent behaviors explain variations in fruit and vegetable consumption, (2) self-efficacy mediates this relationship, and (3) perceived home fruit and vegetable availability moderates this relationship. Design: A cross-sectional survey. Setting: Classrooms in 3 middle schools in 2 northeast Georgia counties. Participants: 366 middle school students. The response and participation rates were 59% and 56%, respectively. Variables Measured: Perceived authoritative parenting, perceived parent control, perceived parent modeling, perceived parent support, self-efficacy, perceived fruit and vegetable availability, and fruit and vegetable consumption. Analysis: Hierarchical multiple regression; P < .05. Results: Perceived parent modeling, perceived parent support, self-efficacy, and perceived fruit and vegetable availability were significant predictors of fruit and vegetable consumption. The relationship between perceived parent support and fruit and vegetable consumption was mediated by self efficacy. The relationship between fruit and vegetable consumption and both perceived parent modeling and support was moderated by perceived fruit and vegetable availability. Conclusions and Implications: Parents appear to moderately influence middle school student fruit and vegetable consumption. Educators might focus on improving home fruit and vegetable availability and student self-efficacy, as well as parent support and modeling. The level of availability might indicate where efforts should focus for enhancing parent behaviors.

Zapata, Lauren B., et al. "Dietary and Physical Activity Behaviors of Middle School Youth: The Youth Physical Activity and Nutrition Survey." Journal of School Health 78.1 (2008): 9-18. Obesity has become a national epidemic among youth. Declining physical activity and poor nutrition contribute to this epidemic. The purpose of this study was to obtain data on middle school students’ physical activity and nutrition knowledge and practices. Methods: The Youth Physical Activity and Nutrition Survey was developed and distributed to a probability sample of Florida public middle schools (n = 73) in spring 2003, producing data from 4452 students in grades 6-8. Results: Results showed that less than one fourth of youth met expert recommendations for daily fruit and vegetable intake and less than one fifth identified the daily fruit and vegetable serving recommendation. Less than half of students reported eating breakfast daily. More non-Hispanic black youth reported not engaging in vigorous or moderate physical activity during the previous 7 days, and more girls and Hispanic youth reported not attending any physical education classes during the average school week. Conclusion: These findings demonstrate that dietary and physical activity behaviors and knowledge among these middle school youth are setting the stage for the obesity epidemic to continue.

Nutrition Books Works Cited

Bijlefeld, Marjolijn, and Sharon K. Zoumbaris. Encyclopedia of Diet Fads. Westport, Conn. : Greenwood Press, 2003. This book describes many of the health fads and fashions of the past, as well as current trends in weight loss, examining the pros and cons of different plans. The

Nutrition Books Works Cited (cont.)

authors help to identity effective means of losing weight and maintaining a healthy lifestyle. Particular emphasis is placed on weight-loss programs aimed at young people, who are experiencing the highest rates of obesity in history. Includes bibliographical references and index.

Paul, Anthea. Girlosophy: Real Girls Eat (Girlosophy Series). Allen & Unwin, 2006. Taking a holistic approach to loving, accepting, and nurturing oneself, this vibrantly illustrated cookbook offers healthy tips for both the mind and body. Rather than pushing teens to diet, this empowering volume celebrates food and encourages girls to stop obsessing about what they should and should not eat and encourages them to indulge in what is best for them nutritionally. Lushly designed, the book also contains numerous simple, healthy, and delicious recipes from the author's sister, a California-based celebrity chef, as well as favorite meals from real girls from around the world.

Silate, Jennifer. Planning and Preparing Healthy Meals and Snacks: A Day-to-Day Guide to A Healthier Diet (Library of Nutrition). Rosen Publishing Group, 2004. In today’s world, busy schedules often keep many of us from preparing nutritious meals, which forces us to resort to fast food or frozen dinners. Most of these quick alternatives are unhealthy and high in calories. In order to become healthier, changing our eating habits by learning which foods are good for us and which foods are not becomes imperative. This informative book teaches young readers how easy it is to modify one’s diet for the better, offering advice on the elements of nutrition and the way they interact.

Williams, Kara Hewson. Frequently Asked Questions about My Pyramid: Eating Right: Frequently Asked Questions about My Pyramid (Faq: Teen Life: Set 2). Rosen Publishing Group, 2007. Teen Life series introduces MyPyramid, the 2005 version of the FDA food pyramid, which was revised to illustrate more individualized recommendations for food choices. In addition to a very readable section of "Myths and Facts about Diet and Nutrition," the book provides basic information on types of nutrients, digestion, metabolism, the body mass index, calorie requirements, the effects of different types of fats in the human body, and the importance of physical activity. The colorful illustrations include photos of teens and of food. Back matter includes a glossary and lists of Web sites and books. This clearly written volume is a good source of basic information for young people who are curious about nutrition or studying MyPyramid.

Nutrition DVD/ Video Works Cited

Dickerson, Constance. "Nutrition and You." School Library Journal 53.11 (2007): 64-. The article reviews the DVD release of the educational series "Nutrition and You," by Visual Learning Co.

Nutrition & Exercise Making Healthy Choices. Dir. Green, Susan, Susan Simmons, Ruth H. Grossman, et al. Sunburst Media/School Specialty, 2007. A program to motivate teens to take charge of their eating and exercise habits. Teens are directed to the Food Pyramid website

Nutrition DVD/ Video Works Cited (cont.)

() to learn about menus, food choices, and portion sizes. Tips are offered on burning calories and how to incorporate 30 to 60 minutes of exercise into a busy daily schedule. The teacher's guide provides discussion questions, suggested activities, reproducible student handouts, and a reading list.

Nutrition Lessons Works Cited

Dairy Council of California. Exercise Your Options : A Food Choice and Activity Program for Middle School Students : Teacher Guide. [Sacramento, Calif.?]: Dairy Council of California, 1998. Designed to help middle-school students make healthful food and activity choices on a daily basis. Emphasizes use of the food guide pyramid.

"Healthy Eating Calculator." © 2005 Baylor College of Medicine. 11/15/2008; Online tool which provides general dietary guidance for feeding healthy, normal weight children over the age of 4 based on the 2005 US Dietary Guidelines for Americans and the Institute of Medicine's nutritional recommendations for children. .

Horowitz, Marcel, Mical Kay Shilts, and Marilyn S. Townsend. "EatFit: A Goal-Oriented Intervention that Challenges Adolescents to Improve their Eating and Fitness Choices." Journal of Nutrition Education & Behavior 36.1 (2004): 43-4. The EatFit program has been developed to improve the dietary and physical activity behaviors of middle school students in California. Designed for 11- to 15-year-olds, the EatFit intervention has three components: workbook; Web-based assessment; and classroom curriculum for the teacher/leader. The physical activity assessment has students examine their current fitness activity behaviors and guides them through goal setting and contracting. Each week, students track their eating and fitness goal progress. Incentives in the form of raffle tickets and prizes are used to motivate students. Each lesson is correlated to the California Department of Education Standards.

"MyPyramid Tracker." USDA Center for Nutrition Policy and Promotion. 11/15/2008; An online dietary and physical activity assessment tool that provides information on your diet quality, physical activity status, related nutrition messages, and links to nutrient and physical activity information. The Food Calories/Energy Balance feature automatically calculates your energy balance by subtracting the energy you expend from physical activity from your food calories/energy intake. Use of this tool helps you better understand your energy balance status and enhances the link between good nutrition and regular physical activity. Keep track of your energy balance history and view it up to one year. MyPyramid Tracker translates the principles of the 2005 Dietary Guidelines for Americans and other nutrition standards developed by the U.S. Departments of Agriculture and Health and Human Services. .

Nutrition Lessons Works Cited (cont.)

"NHLBI Portion Distortion Interactive Quiz." National Heart Lung & Blood Institute, Department of Health and Human Services. 11/15/2008; Online quizzes on how today's portions compare to the portions available 20 years ago, quiz yourself on Portion Distortion I (2003) and Portion Distortion II (2004). You will also learn about the amount of physical activity required to burn off the extra calories provided by today's portions. .

"Plastic Fork Diaries." Maryland Public Television. Corporation for Public Broadcasting 401 Ninth Street, NW Washington, DC 20004-2129. 12/8/2008; Follow six middle school students as they experience first-hand the relationship between food and their changing bodies, cultural differences, the vanishing family meal, nutrition and athletic performance. The very popular topic of food and how to get young adults thinking about their relationship with food and eating. Includes an Activity Guide to help spark your imagination and provide guidelines. You'll find discussion questions, food surveys and more activities. .

"SMART- Website." Center for Science in the Public Interest. 12/8/2008; Interactive games regarding food and nutrition for students, a slick character that exposes how the food industry's drive for profit affects what you eat, a calorie meter that helps you see how your favorite foods stack up, and other surprising info about what you eat. .

Nutrition Web & Online Works Cited

"Food & Nutrition: Kids' Health." The Nemours Foundation. ©1995-2008. 11/23/2008; It's important to know how to help your child grow up healthy by learning about good nutrition, exercise, and a balanced diet. Take a look at these articles and nutritious recipes for some great information. .

"Girls' Health - Nutrition Website." United States Department of Health and Human Services - Office on Women's Health. July 3, 2007 12/8/2008; The mission of , developed by the Office on Women's Health in the Department of Health and Human Services, is to promote healthy, positive behaviors in girls between the ages of 10 and 16. The site gives girls reliable, useful information on the health issues they will face as they become young women, and tips on handling relationships with family and friends, at school and at home. .

"MedlinePlus: Child Nutrition." US National Library of Medicine. 10/26/2008; Websearch of the MedLinePlus website focusing on child nutrition; various topics including Latest News, Related Topics, Clinical Trials, Games, Children & Teens. .

Nutrition Web & Online Works Cited (cont.)

"MyPyramid Podcasts." 11/15/2008; Podcasts show how taking small steps can add up to real changes in your weight and health. Includes topics on healthy snacks, and purchasing & preparing food. .

"YouTube - Health Final Project: Teen Nutrition." YouTube, LLC. 11/15/2008; A lighthearted look at teen obesity and nutritional choices. .

Weight & Obesity Articles Works Cited

Anderson, Patricia M., Kristin F. Butcher, and Phillip B. Levine. "Economic Perspectives on Childhood Obesity." Economic Perspectives 27.3 (2003): 30. Discusses the reason of the interest on obesity in an economic perspective in the U.S. Changes in rates of obesity in the U.S.; Examination in the children's lives; Relationship of maternal employment on the obesity of children.

Fortin, Judy. "Moms key to daughters' healthy body image - ." Cable News Network. Turner Broadcasting System, Inc. May 12, 2008 12/8/2008; One cooking class may not make a difference, but if we are teaching moms a way of thinking about food and bodies which will help them negotiate what their daughters are going through ... then we are doing something really important. .

Korsten-Reck, U., et al. "Freiburg Intervention Trial for Obese Children (FITOC): Results of a Clinical Observation Study." International journal of obesity 29.4 (2005): 356-61. The Freiburg Intervention Trial for Obese Children (FITOC) is an interdisciplinary, outpatient program for obese children consisting of regular physical exercise and comprehensive dietary and behavioral education. Parental involvement is required. The study is designed as a longitudinal, nonrandomized clinical observation study. An 8-month intensive phase preceded a follow-up phase of 1?y or longer. METHODS:: Data were collected from 31 groups comprising 496 children (267 girls, 229 boys), with an average age of 10.5?y. Body height and weight, fasting total-cholesterol (CH), low-density lipoprotein-cholesterol (LDL-C), high-density lipoprotein-cholesterol (HDL-C) and physical performance were measured initially and after 8.5 months. A group of n=35 obese children (16 girls, 19 boys) who did not take part in this intervention program served as controls. RESULTS:: After the intensive intervention phase, body mass index (BMI, kg/m2) as well as BMI deviation scores (BMI-SDS) decreased in both sexes (P ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download