Matching Items (6)
Filtering by

Clear all filters

151521-Thumbnail Image.png

Food purchasing behavior: choice, change, challenge

Description
This study was designed to influence consumer habits, specifically those relating to purchases of fruits, vegetables, and junk food. Previous studies have clearly shown the ineffectiveness of simply describing the health benefits of eating more fruits and vegetables (F/V). In contrast, this study aimed to change the result by changing…

This study was designed to influence consumer habits, specifically those relating to purchases of fruits, vegetables, and junk food. Previous studies have clearly shown the ineffectiveness of simply describing the health benefits of eating more fruits and vegetables (F/V). In contrast, this study aimed to change the result by changing the message: providing participants with insight into the hidden agendas of food companies and grocery stores, provide useful tips on how to include children when selecting F/V, and emphasizing the importance of parental modeling in regard to food purchases. Participants of this study were separated into two groups, the tour group and the education group. The tour group was guided through a grocery store where they learned about sales tactics and manipulations used by grocery stores and food companies to influence purchases. Education group participants were provided with an education session focusing on USDA and FDA handouts displaying current educational suggestions for increasing F/V consumption. Grocery store receipts were collected and analyzed to track the progress of both groups. The goal of the study was to identify a method of informing consumers that will produce a significant change in behavior. Increasing F/V consumption, even in relatively small amounts, would be an important step forward in improving the diet and overall health of Americans. This study was the first of its kind to measure purchasing patterns objectively (through analysis of purchase receipts, rather than personal opinion/evaluation surveys) and in a wide-scope retail environment that includes all grocery store purchases by participants. Significant increases or decreases in the amount of money spent on F/V, or the amount (pounds) of F/V purchased were not seen, however a small correlation (r = 0.133) exists when comparing the weight of F/V purchased pre/post intervention. Data from Food Frequency Questionnaires shows participants consuming significantly higher amounts of F/V post intervention (p=0.043). The tour group and education group experienced an average increase of 0.7 servings per day. Future interventions might benefit by extending their scope to include cooking demonstrations, in-home interventions, and education on healthy eating outside of the home.
ContributorsKinsfather, Diana (Author) / Johnston, Carol (Thesis advisor) / Hekler, Eric (Committee member) / Tetreault, Colin (Committee member) / Arizona State University (Publisher)
Created2013
187834-Thumbnail Image.png

The Effects of an Evolutionary Mismatch Narrative, During Nutrition Education, On Ultra-processed Food Intake, and Diabetic Outcomes

Description

This feasibility study explored the use of an evolutionary mismatch narrative in nutritional education intervention aiming to reduce ultra-processed foods in the diets of veterans with type 2 diabetes and improve diabetic outcomes. Ultra-processed foods are foods that are primarily manufactured through industrial processes. These foods are high in calories…

This feasibility study explored the use of an evolutionary mismatch narrative in nutritional education intervention aiming to reduce ultra-processed foods in the diets of veterans with type 2 diabetes and improve diabetic outcomes. Ultra-processed foods are foods that are primarily manufactured through industrial processes. These foods are high in calories but low in nutritional content. Diets high in these foods have been linked to increased health risks. One of the major health risks is type 2 diabetes. Type 2 diabetes is a chronic disease that is developed when cells become unable to properly utilize insulin. Over time this may lead to additional health conditions such as nerve damage, cardiovascular disease, and renal disease. Evolutionary mismatch narrative nutritional intervention offers a different approach to nutritional education to help reduce ultra-processed foods in diets. This study was a randomized controlled feasibility study at the Phoenix VA. Eleven participants were enrolled and randomly selected to be given either an evolutionary mismatch narrative education intervention or general nutritional education about ultra-processed foods. 24-hour diet recalls and blood chemistry were collected and analyzed. Blood chemistry provided diabetes related measurements which included glucose, HbA1c, insulin, HOMA-IR, and C-reactive protein. Statistically significant findings in this study included percentage of ultra-processed foods decreasing for both control and experimental groups from week 0 to week 4 (p=0.014), and C-reactive protein levels between the control and experimental groups (p=0.042). However, baseline C-reactive protein concentrations were lower in the experimental group such that normalizing for group differences at baseline revealed no significant difference in C-reactive protein change between interventions (p = 1.000). There were no other statistically significant values regarding diabetes related measurements. The results from this study suggest that nutritional education in general may help decrease ultra-processed food consumption.
ContributorsLiang, Nathan Adam (Author) / Sweazea, Karen (Thesis advisor) / Basile, Anthony J (Committee member) / Johnston, Carol (Committee member) / Arizona State University (Publisher)
Created2023
152577-Thumbnail Image.png

Explore, create, play: a qualitative study on children's experience with contact improvisation

Description
This study intended to identify what children's perceptions and experiences are with contact improvisation and how these experiences relate to their education; their understanding of being an individual within a community; and their physical, social, and intellectual development. An interpretive phenomenological research model was used, because this study aimed to…

This study intended to identify what children's perceptions and experiences are with contact improvisation and how these experiences relate to their education; their understanding of being an individual within a community; and their physical, social, and intellectual development. An interpretive phenomenological research model was used, because this study aimed to understand and interpret the children's experience with contact improvisation in order to find meaning relating to the form's possible benefits. The research was conducted over the course of ten weeks, which included classes, interviews, discussions, questionnaires, and journals. This study showed that contact improvisation empowered the children, opened the children's awareness, developed critical thinking, and created a deeper understanding and trust of the self and relationships formed within the class. The experiences found through teaching contact improvisation to these children showed that there are benefits to teaching children the form.
ContributorsCrissman, Angel (Author) / Schupp, Karen (Thesis advisor) / Dyer, Becky (Committee member) / O'Donnell, Timothy (Committee member) / Arizona State University (Publisher)
Created2014
155836-Thumbnail Image.png

Evaluation of Arizona State University’s Camp CRAVE: Does a Week-Long Cooking Camp Alter Eating Behavior, Improve Nutrition Knowledge, and/or Promote Cooking in Young Children?

Description
Pediatric obesity is a continuing concern in the United States. Preventative intervention methods in the form of nutrition education, including hands-on cooking lessons may improve personal choices for healthy eating. This study assessed the effectiveness of Arizona State University’s Camp CRAVE, a one-week course promoting healthy eating and teaching basic…

Pediatric obesity is a continuing concern in the United States. Preventative intervention methods in the form of nutrition education, including hands-on cooking lessons may improve personal choices for healthy eating. This study assessed the effectiveness of Arizona State University’s Camp CRAVE, a one-week course promoting healthy eating and teaching basic cooking skills. Children ages 9-13years (mean 10.3years, n=31) participated in a pre- and post-test survey to assess if the one-week course would increase self-efficacy to cook at home and increase knowledge of nutrition. The course showed significant increase in the participants’ nutrition knowledge and preference for healthier food options. There was a significant improvement in the children’s confidence levels to prepare meals at home. Further research on family socioeconomic status and parental perception of cooking at home would be beneficial.
ContributorsBell, Kelly Marie (Author) / Johnston, Carol (Thesis advisor) / Shepard, Christina (Thesis advisor) / Mayol-Kreiser, Sandra (Committee member) / Arizona State University (Publisher)
Created2017
161384-Thumbnail Image.png

Dance Wellness Pedagogy: A Mixed-Methods Approach to Developing, Implementing, and Evaluating a University-Level Dance Wellness Curricular Framework

Description
This research study aimed to develop, implement, and evaluate the effectiveness of a dance wellness educational curriculum administered in a university-level dance classroom. Using a mixed methods design involving a pre-test/post-test performance assessment and document analysis for qualitative data, this study asked two questions: 1) How does participation in a…

This research study aimed to develop, implement, and evaluate the effectiveness of a dance wellness educational curriculum administered in a university-level dance classroom. Using a mixed methods design involving a pre-test/post-test performance assessment and document analysis for qualitative data, this study asked two questions: 1) How does participation in a semester-long course on Group Fitness Instruction and dancer wellness increase participants’ comprehension of exercise science and fitness instruction concepts? 2) How does participation in a semester-long course on Group Fitness Instruction and dancer wellness impact participants’ personal approaches to teaching, training, and wellness? Results showed that the post-test scores were significantly higher than pre-test scores, and qualitative data collected from participants indicated deep levels of meaning-making and application of course content to personal approaches to training and teaching. This suggests that incorporating a dance wellness curriculum in a university-level dance program builds exercise science, wellness, and instructional literacy, while encouraging students to apply gained knowledge in both personal and professional capacities.
ContributorsDrew, Lisa (Author) / Standley, Eileen (Thesis advisor) / Dyer, Becky (Committee member) / Kulinna, Pamela (Committee member) / Arizona State University (Publisher)
Created2021
153796-Thumbnail Image.png

Every body holds a story: empowerment through social-somatics and community dance within a K-12 dance education program

Description
Every body holds a story. Those stories are rich with physical movements to be expressed, and through the physical expression comes self-awareness and transformation. A partnership between Arizona State University and Arcadia High School was the vehicle in which I implemented a curriculum built around somatic experiences and communal beliefs…

Every body holds a story. Those stories are rich with physical movements to be expressed, and through the physical expression comes self-awareness and transformation. A partnership between Arizona State University and Arcadia High School was the vehicle in which I implemented a curriculum built around somatic experiences and communal beliefs and values. The framework for this investigated curriculum teaches students' embodiment of self, tolerance and acceptance in collaboration, life skills through applied constructivist principles, and increased critical thinking and problem-solving abilities. This research involved somatic exercises enabling participants to have insight into natural moving patterns, how such patterns relate to others and outside environments. Research concluded with collective dialogue around individual and shared experiences. I worked twice per week with a choreography class with a four unit curriculum. From varying modes of assessment (e.g., one-on-one interviews, group discussions, journals, surveys, ongoing observations) students' responses to this type of curriculum ranged from excitement and curiosity to frustrating and provoking. Although these areas of research are not necessarily new to the field of dance and education, gaps in dialogue, published work, and reliable resources prove these theories and methods are still valued and necessary. This research demonstrates the imperative demand in dance education for deeper connections of self-discovery.
ContributorsYourse, Katie R (Author) / Dyer, Becky (Thesis advisor) / Vissicaro, Pegge (Committee member) / Johnson, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2015