To send content items to your account,
please confirm that you agree to abide by our usage policies.
If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account.
Find out more about sending content to .
To send content items to your Kindle, first ensure firstname.lastname@example.org
is added to your Approved Personal Document E-mail List under your Personal Document Settings
on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part
of your Kindle email address below.
Find out more about sending to your Kindle.
Note you can select to send to either the @free.kindle.com or @kindle.com variations.
‘@free.kindle.com’ emails are free but can only be sent to your device when it is connected to wi-fi.
‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.
The aim of the present study was to pilot-test a school-based intervention
designed to increase consumption of whole grains by 4th and 5th grade
This multi-component school-based pilot intervention utilised a
quasi-experimental study design (intervention and comparison schools) that
consisted of a five-lesson classroom curriculum based on Social Cognitive
Theory, school cafeteria menu modifications to increase the availability of
whole-grain foods and family-oriented activities. Meal observations of
children estimated intake of whole grains at lunch. Children and parents
completed questionnaires to assess changes in knowledge, availability,
self-efficacy, usual food choice and role modelling.
Parent/child pairs from two schools in the Minneapolis metropolitan area; 67
in the intervention and 83 in the comparison school.
Whole-grain consumption at the lunch meal increased by 1 serving (P < 0·0001) and
refined-grain consumption decreased by 1 serving for children in the
intervention school compared with the comparison school post-intervention
(P < 0·001).
Whole-grain foods were more available in the lunches served to children in
the intervention school compared with the comparison school
post-intervention (P <
0·0001). The ability to identify whole-grain foods by children in
both schools increased, with a trend towards a greater increase in the
intervention school (P =
0·06). Parenting scores for scales for role modelling (P < 0·001) and enabling
behaviours (P <
0·05) were significantly greater for parents in the intervention
school compared with the comparison school post-intervention.
The multi-component school-based programme implemented in the current study
successfully increased the intake of whole-grain foods by children.
Email your librarian or administrator to recommend adding this to your organisation's collection.