Vegetable Education Program Positively Affects Factors Associated With Vegetable Consumption Among Australian Primary (Elementary) Schoolchildren

Astrid A M Poelman; Maeva Cochet-Broch; David N Cox; Darren Vogrig

doi:10.1016/j.jneb.2018.11.002

Vegetable Education Program Positively Affects Factors Associated With Vegetable Consumption Among Australian Primary (Elementary) Schoolchildren

J Nutr Educ Behav. 2019 Apr;51(4):492-497.e1. doi: 10.1016/j.jneb.2018.11.002. Epub 2018 Dec 20.

Authors

Astrid A M Poelman¹, Maeva Cochet-Broch², David N Cox³, Darren Vogrig⁴

Affiliations

¹ Commonwealth Scientific and Industrial Research Organisation (CSIRO) Agriculture and Food, North Ryde, New South Wales, Australia. Electronic address: astrid.poelman@csiro.au.
² Commonwealth Scientific and Industrial Research Organisation (CSIRO) Agriculture and Food, North Ryde, New South Wales, Australia.
³ CSIRO Health and Biosecurity, Adelaide, South Australia, Australia.
⁴ CSIRO Education, North Ryde, New South Wales, Australia.

PMID: 30579892
DOI: 10.1016/j.jneb.2018.11.002

Abstract

Objective: To measure the effectiveness of a new sensory education program for Australian primary (elementary) schoolchildren (Vegetable Education Resource to Increase Children's Acceptance and Liking [VERTICAL]) designed to increase vegetable enjoyment and positively predispose to vegetable consumption.

Methods: Pretest and posttest (collected 2 weeks after intervention) survey data (n = 299) on cognitive, attitudinal, and behavioral factors associated with vegetable consumption were compared between the intervention (which followed VERTICAL, a program consisting of five 1-hour teacher-led interventions) and control students (aged 8-12 years) from Sydney primary schools.

Results: The VERTICAL intervention increased knowledge about vegetables and the senses (P = .002), the ability to verbalize sensations (P < .001), vegetable acceptance (P = .007), and willingness to try vegetables (P = .05). Middle primary students gained more positive attitudes toward vegetable consumption (P = .009). Moreover, VERTICAL had no effect on food neophobia, perceived norms of teacher and peers, emotions, behavioral intentions, and vegetables tried.

Conclusions and implications: Behavioral change was achieved through VERTICAL in a short intervention, supporting further development and validation.

Keywords: children; elementary schools; primary schools; sensory education; vegetable.

Publication types

Research Support, Non-U.S. Gov't

MeSH terms

Australia
Child
Diet / statistics & numerical data*
Female
Food Preferences*
Health Promotion / methods*
Humans
Male
Schools
Students* / psychology
Students* / statistics & numerical data
Vegetables*