healthy food choices for children and young
TRANSCRIPT
Healthy Food Choices for Children and Young
Seminar in Dipoli, Otakaari 24, Otaniemi, Espoo
Wednesday, September 8th from 8:50 to 13:30
Chair: Aimo Tiilikainen
Time Topic / Title Moderator
08.50-10.05 - H08047 Nordic Network NTP - Healthy choices, targets and tasks - Finnish national food promotion program (SRE): review of past and current youth projects - School meals - Opinions of pupils & parents
Ragnheiður Héðinsdóttir, project coordinator Paulina Munukka, Ministry of Agribusiness and Forestry Irma Tikkanen, principal lecturer, Laurea University of Applied Sciences
10.05-10.15 Break
10.15-11.10 - Creating health-promoting food environment for school children - Youth exercise and nutrition project - targets and tasks
Terhi Virtanen, project coordinator, Finnish Bread Information Jarmo Liukkonen, project coordinator, professor University of Jyväskylä
11.10-12.00 Lunch
12.00-13:30 Group work together with Finnish food chain representatives to support to create a plan for future activities of the Nordic NTP platform
facilitated by Päivi Mikkonen, VTT
08047 Nordic Network NTP – Healthy Choicestargets and tasks
Seminar Espoo 08.09.2010
Ragnheiður Héðinsdóttir1
Nordic Network NTP –Healthy Choices
• Funded by NICe, the Nordic InnovationCentre
• A part of a bigger programme calledHealthy choices
• Other Healthy choices projects– Nordic YoungHealth – Kjersti Lillebø– Nordic monitoring system – Sisse Fagt
Ragnheiður Héðinsdóttir2
Core partners
Iceland: NTP Food for LifeFederation of Icelandic Industries (SI)Syni Laboratory ServicesMatis – Food Researach nstitute
Norway: NTP Food for LifeNofima matFederation of Norwegian Food and Drink Industy
Sweden: NTP Food for LifeSIK – The Swedish Food Research InstituteFederation of Swedish IndustriesGothenburg University
Denmark: NTP Food for LifeThe Danish Agricultural and Food CouncilDTU National Food InstituteDanish food and drink indusrty
Finland: NTP Food for LifeVTT - Technical Research Centre of FinlandMikkeli University of Applied Sciences
Ragnheiður Héðinsdóttir3
NTP- Food for life in abigger picture
• European Technology Platform [ETP] is a major, pan-Europeanmission-oriented initiative aimed at strengthening Europe’s capacity toorganize and deliver innovation
• An ETP will bring together relevant stakeholders to identify theinnovation challenge, develop the necessary research programme andimplement the results
• ETP – Food for life has been established in 34 countries as NTP
European
Commission
EuropeanTechnologyplatform
EuropeanTechnology
platform
NationalTechnologyplatforms
NICe
RCN
Industry
Univ.&
RTO
Govern-ment
30 ETP
Nordic Network NTP –Healthy Choices
• Promote mutual understanding and knowledge transfer betweenthe health and nutrition sciences on the one hand and the foodindustry and catering services on the other.
• Consumer needs and responses are central to the success of newfood concepts and innovations.
• Current practices - what is working well and what may beimproved.
• A reference group with focus on the needs of children and youngpeople
Ragnheiður Héðinsdóttir5
Main objectives are to
• facilitate communication between differentdisciplines involved in meal service for children
• promote development of innovative concepts forhealthy Nordic products
• identify need for education and training toenhance delivery of healthy food choices
• present the view of Nordic food industry toEuropean research programmes
• support the Nordic action plan for better healthand quality of life through diet and physicalactivity
Ragnheiður Héðinsdóttir6
Current situation
• Hot meals provided at school in Finland, Icelandand Sweden– Funded by government or municipalities in Finland and
Sweden– Paid by parents in Iceland, in most cases subsidized by
municipalities
• Children bring lunchbox from home in Denmarkand Norway– Some local communities or institutions, in Denmark and
Norway, have established school meals, primarily userfinanced, and assistance is offered to these localcommunities and institutions
Ragnheiður Héðinsdóttir7
Methodology
• Different methods for data collection indifferent countries– Surveys in Finland and Sweden– Stakeholder meetings and workshops in
Iceland and Norway– Litterature review in Denmark
In all countries recent and on-going projectswere reviewed
NAFN8
Design of the projectFive work packages
– View of stakeholders• View on the concept “Healthy food”• Communication – lessions learnt
– Open innovation• Current status of healthy food choice innovation• Recommendations on innovation
– Education and training• Training practices• Recommendations for training in catering
– Nordic innovation priorities• Common Nordic vision document• Nordic research and innovation priorities
– Management
Ragnheiður Héðinsdóttir9
WP1 -View of stakeholders
• Collection of background material• Special programmes and activities to improve
healthiness of school meals• Barriers to offering healthy meals at school
• Lack of knowledge of staff to follow the nutritionalguidelines
• Limited budget for catering services
• Key success factors• Good nutritional recommendations exist in all
countries• School lunches should be part of the educational
curriculum – teachers and students eating together• Improve knowledge of those who prepare calls for
tendersRagnheiður Héðinsdóttir10
WP2 - Open innovation
• Current status of healthy food choiceinnovation– Various inititatives in all countries
• Recommendations on innovation– A model for innovation of healthy products– Create an arena with different stakeholders
(industry, catering, innovation and researchorganisations, educators, consumers andhealth authorities) to discuss the need forhealthier products and greater diversity
Ragnheiður Héðinsdóttir11
WP3 - Education and training
• Training practices• Recommendations for training in catering
– Identified areas where training might beneeded
• Communication and interaction• Use of technology• Nutrition• Cleaning and hygiene• Taste factors of food• Basic knowledge of nutrition• Interpretation of nutritional recommendations• Food, cooking and the production chain• Communication with the users
Ragnheiður Héðinsdóttir12
WP4 - Nordic innovationpriorities
• Common Nordic vision document• Nordic research and innovation priorities
– Still under discussion• Food choice determinants• Design of healthy products• Influence of the food service system
Ragnheiður Héðinsdóttir13
WP5 - Management
• Final report is in progress
• Project ends 31. December 2010
Ragnheiður Héðinsdóttir14
Strength of the project
• Diverse reference groups– Federations of companies and their members
• Industry• Hospitality• Catering• Retail• Consumers
– Research/education/consulting– Public Authorities
• Ministries• Institutions
– Funding bodies– Municipal authorities
• Experts in charge of school lunch programmes• Individual school kitchen employees
– Other Healthy Choices projects• Nordic YoungHealth – Kjersti Lillebø• Nordic monitoring system – Sisse Fagt
Ragnheiður Héðinsdóttir15
7.10.2008 Marja Innanen
From food to food culture- Broad concept of wellbeing
- Individual physical and mental- Social
- Communities- Society, economies
- Environment- Experiences, pleasure, emotions, senses
7.10.2008 Marja Innanen
Programme in a nutshellObjective:
Raising the valuation of food and those who make it
Target groups:Children, the young, families with children, decision-makers
Founded on:Finnish food and work
Taste, quality and healthinessGood everyday life
Room for diverse food cultureFrom price to quality and sustainable choices
From controversy to cooperation
Raising the valuation of foodThe Finns should
• Talk more about food• Prepare meals together and with care• Cherish good quality and taste of food• Think about the consequences of their choices• Be prepared to pay for good quality
Arousing interest:-everyday life at homes-schools, daycare
Food culture starts athome
Homes have the primaryrole in teaching about food
Steering group (ministries + representatives of sectors)
Raising the valuation of food
Steering nutritionalbehaviour
Promotinginternationalisation
Promotingorganic food
Developmentof quality
Promotinglocal food
Effective communication
Utilisation of competitive advantages
Broad cooperation
+ ”Speakers”
Management group composed of ministries(MMM, OPM, YM, STM, TEM, UM, VM)
Secretary-General
Competitive food chain (efficiency, productivity, competence)
Quality Strategy30.20.47
MMM + wholechain
Public cateringTrade
Ministries, municipalities,industry
EkoCentria
Organic productionstrategy
Strategy working group,whole chain
Mass catering, schools,homes, teachingOPM, STM, OPH
SMEs, work oninternational imageUM, TEM, TEKES;
Finpro
www.kouluruokavaalit.fiSchool Meal Election
Food is a value choice (expense or investment?)• Municipalities decide the funds allocated to school
meals• It is all about money• More money for school meals!• Appeal for better school meals and promise make
these happen on www.kouluruokavaalit.fi
School meal elections• Co-operation of 20 organisations, 3 ministries
and 2 policy programmes• Over 1700 voters signed the appeal• 1490 candidates from over 200 municipalities
signed the promise, 327 from 140municipalities got through
• A follow-up survey has been done
Funded projectsFour projects with regards to school meals:• Operation School food, The Swedish Martha
Association in Finland- Overall improvement of school food (througheg. meal team, vegetable buffet, educating personelland parents and pupils, communicating with localpoliticians etc.)- Have given concrete proposals on what to do inmunicipalities (eg. Vaasa and Siuntio)- www.operationskolmat.fi
Funded projects• Familiarising parents with school food,
Tampere food services- "Do you know what your child is eating?"- Food feasts: during parental meetings,information about school food & serving aschool meal for them.
Funded projects• Evenings for Good Food, Rural Women's
Advisory Organisation, Finnish HorticulturalProducts Society and Finnish Parents'Association- Information about food in parental meetingsthrough activities; parents and childrentogether- Also an information leaflet about vegetablesdistributed
Funded projects• Tasty and Healthy Food for Children, Finnish Heart
Association and Finnish Horticultural Products Society- Increasing valuation of school food--> Week for Good School Food; instructions, recipes andother material for catering professionals in charge ofschool meals, also decorations for school (posters, tablecloths etc.) & importance of proper nutrition and healthyfood raised as a topicwith pupils- During the week, project also organised events in Ouluand Kuopio for decision-makers, where they met with thefood service managers
Funded projectsThree projects for Taste school concept and Sapere
method• Spreading out the concept in
1) Daycare (Central Finland Health Care District)2) Primary schools (Union for Home Economics Teachers)3) School clubs (The Centre for School Clubs)- Guide books & education materials and practicesdeveloped, trainings organised all over Finland- Pilot projects in some municipalities, where Sapere is putinto practice in schools, clubs and daycare centres- Making the concept known around Finland
Funded projectsTwo other youth-related projects• School berry week, Arktiset Aromit
- Theme week; taking the pupils to forests to gatherberries- A Snack recipe competition for children- Berry recipes for schools provided
• Breadroll baking with children, Rural Women'sAdvisory Organisation- Making cereals and baking more familiar withteaching and baking together
Pauliina MunukkaCommunications OfficerProgramme for Promoting Finnish Food [email protected]. 358 (0)40 352 7008
School Meals: Opinions of Pupils andParents
Irma Tikkanen, Dr. Sc. (Econ.), Principal Lecturer
Healthy Food Choices for Children and YoungSeptember 8, 2010
Sitra, the Finnish Innovation Fund:”Food and Nutrition ProgrammeERA 2004–2008”Completed projects (10 projects):
• Food and nutrition industry, strategy follow-up » 06/2006 - 12/2009• Food and nutrition industry, R&D&C-strategy » 05/2006 - 12/2007• Mentoring » 06/2006 - 12/2008• Mini-cluster: berry » 03/2006 - 12/2008• Mini-cluster: coeliac » 02/2006 - 12/2008• Mini-cluster: Russia » 01/2006 - 12/2008• Smart snacks – schoolchildren’s nutrition and snacks project »• 01/2006 - 12/2008 Helsinki Polytechnic Stadia School Meal Project• Strategic Centre for Science, Technology and Innovation in the field of food and
nutrition » 12/2006 - 12/2008• Strategy process » 08/2005 - 05/2006• Welfare while shopping » 05/2006 - 12/2006
Partners in Smart Snacks research andpilot projects/Sitra14 partners:• National Public Health Institute• University of Kuopio• University of Oulu, Institute of Dentistry• VTT, Technical Research Centre of Finland• University of Turku, Functional Foods Forum• Finnish Centre for Health Promotion• Finnish Heart Association• Finnish Bread• Helsinki Polytechnic Stadia, Degree Programme in Hospitality Management• Valio Ltd• Raisio plc• HK Ruokatalo Group• Vaasan & Vaasan Group• Sodexo Oy
School Meal Project: Main research problem:
How the school meals could be developed so that thepupils would eat more the school food in accordancewith the plate model, the school meals could beintegrated better into teaching, and the pupils’attitudes towards school meals would turn into morepositive?
Sub problems:• What kinds are the pupils’ diet behaviour at school,
their attitudes towards school meals, and dietbehaviour in other eating?
• What are the parents’ opinions about the pupils’school meal diet behaviour?
• What are the kitchen personnels’, school nurses’ andteachers’ opinions about the pupils school meal dietbehaviour?
• How the school meals could be developedso that the pupils would eat all food thatis served in accordance with the platemodel based on the pupils’ and parents’opinions?
• How the school meals could be developed,based on the opinions of kitchenpersonnel, school nurses and teachers, sothat• school meals could be integrated better into
teaching;• pupils’ attitudes towards school meals could
be turned more positive; and that• pupils would eat more school food?
Empirical data: 4 elementary/comprehensive schools in Helsinki
1. Mustakivi elementary school- Class 6, preparing kitchen,municipality’s own kitchen
2. Pikku Huopalahtielementary school- Class 6, preparing kitchen,outsourced
3. Itäkeskus comprehensiveschool- classes 7-9, heatingkitchen, municipality’s ownkitchen
4. Haaga comprehensive school- classes 7-9, heatingkitchen, outsourced
Empirical data: Collection methodsData and collection methods Contribution
Pupils Quantitative dataQuestionnaire + openquestions
Pupils’ diet behaviour vs. platemodel
Parents Quantitative dataQuestionnaire + openquestions
Parents’ opinions about pupils’diet behaviour etc.
Teachers,school nurses,kitchen personnel
Quantitative dataQuestionnaire + openquestions
Pupils’ diet behaviour vs. platemodel etc.
The person who is responsiblefor the school meals = foodservice manager
Theme interview Type of kitchen, food serviceoperator, how school meals areserved etc.
Questions in the questionnaire
• Questions A1-A5 Respondent’s data• Questions B1-B4 School meal diet behaviour (plate model)• Questions C1-C2 Waste/Leftovers• Questions D1-D3 Queuing, time spent for having school lunch
and lunch time• Questions E1-E4 Snacks• Questions F1-F36 Arguments for school meals, where
- questions F1-F8 Socio-ecological view;- questions F9-F15 Maintaining good health and preventing
health related problems view, dietary view- questions F16-F20 Educational view- questions F21-F24 Societal view- questions F25-F31 Food choice view- questions F32-F34 Nutritional view- questions F35-F36 Waste/leftovers view
• Questions G5a-G5l Open questions: Sentence completion method
Extra objective:To develop a snack service model
• The goal is to develop a snack servic model fora comprehensive school
• Empirical data: 2 comprehensive schools inHelsinki + two interviews- Hiidenkivi comprehensive school- Aurinkolahti comprehensive school- Espoo Catering, food service manager- City of Vantaa, food service manager
• 2 focus group interviews + 2 theme interviews
Questions in the theme interview structure:
• Questions A1-A6 School• Questions B7-B13 Kitchen• Questions C14-C22 Kitchen personnel• Questions D23-D40 Meals• Questions E41-E49 Snacks• Questions F50-F54 Food service process• Questions G55-G63 School restaurant• Questions H64-H71 Development• Questions J72-J74 Stakeholders
Empirical dataPupils
Pc.
Parents
Pc.
Teachers,school nurses,kitchenpersonnelPc.
Food servicemanager ofthe kitchen
Pc.
Total
Pc.
Itäkeskuscomprehen-sive school
40 17 5 1 63
Haaga comp-rehensiveschool
43 27 11 1 82
Mustakivielementaryschool
37 17 22 1 77
PikkuHuopalahtielementaryschool
48 22 6 1 77
Total 168 83 44 4 299
Empirical data: analysis
• Frequencies• Mean, mode, median• Cross tabulation• One-way Anova (variance analysis) and
F-test• Faktor analysis• Cluster analysis
ResultsSix factors based on 36 statements (pupils):-- ”Learning”: table manners, to learn to eat with others, calmer at
school, to follow right diet, food from other cultures, better results in learning
-- ”Opposition to school meals”: negative attitude to schoolmeals: prefer ready-made meals, school meals are not liked; leave left-overs,school meals are fattening
-- ”Impact of social-ecological environment”:parents, TV, advertisements, friends, hobbiesschool instruction have impact oneating
-- ”Energy”:like what eat, weight, height, growth, favourite dishes areserved at school, to complete school work
-- ”Economy”: prefe ready-made meals, school meals are free-of-charge
-- ”Health”: nourishment have impact on health, no fat and sugar are goodfor health, sweet and fatty snacks are fattening
Results• Two clusters of pupils (based on the factors):-- ”Pupils having a positive attitude towards
school meals and learning” (66 pupils):emphasize learning and energy aspects(more main course; vegetables, salads, milk,bread, butter, different sections of plate model)
-- ”Impressionable pupils having negativeattitude towards school meals” (56 pupils):
emphasize opposition to school meals, impact ofsocial-ecological environment, economy, andhealth aspects (dislike school meals, consumedifferent kind of food, do not like school meals,prefer ready-made meals, leave left-overs)
Suggestions for developing schoolmeals (pupils and parents)• Schools meals: taste better, more favourite dishes, more
alternatives to choose, fruits available, salads served as separatecomponents
• Milk: served chilled, not warm, taste better, lactose-free,colder
• Bread: soft, white, brown bread and bread rolls, and cold cuts
• Desserts: desserts should be served
• Childrens opinions should be taken intoaccount
Financiers
• Sitra, the Finnish Innovation Fund• Helsinki Polytechnic Stadia• Dairy Nutrition Council
5 Bachelor’s theses published• Kurkaa Liisa & Väisänen Hanna 2007. Kouluruokailun kehittäminen Mustakiven ala-asteella.
Koululaisten, vanhempien, opettajien, kouluterveydenhoitajan ja keittiöhenkilökunnannäkemyksiä. Helsingin ammattikorkeakoulu Stadia, Palvelujen tuottamisen ja johtamisenkoulutusohjelma. https://oa.doria.fi/handle/10024/36236
• Suomalainen Mikko 2007. Kouluruokailun kehittäminen Itäkeskuksen peruskoulussa.Koululaisten, vanhempien, opettajien, kouluterveydenhoitajan ja keittiöhenkilökunnannäkemyksiä. Helsingin ammattikorkeakoulu Stadia, Palvelujen tuottamisen ja johtamisenkoulutusohjelma. https://oa.doria.fi/handle/10024/36035
• Makkonen Jürgen 2008. Kouluruokailun kehittäminen Pikku Huopalahden ala-asteella.Koululaisten, vanhempien, opettajien ja keittiöhenkilökunnan näkemyksiä. Helsinginammattikorkeakoulu Stadia, Palvelujen tuottamisen ja johtamisen koulutusohjelma.https://oa.doria.fi/handle/10024/36185
• Sutinen Sari 2009. Kouluruokailun kehittäminen Haagan peruskoulussa. Laurea-ammattikorkeakoulu, Palvelujen tuottamisen ja johtamisen koulutusohjelma.https://publications.theseus.fi/handle/10024/3873
• Honkanen Salla & Salmela Sanna-Pauliina 2008. Välipalatarjoilumallin kehittäminenperuskoululle. Helsingin ammattikorkeakoulu Stadia, Palvelujen tuottamisen ja johtamisenkoulutusohjelma. https://oa.doria.fi/handle/10024/38878
School Meal Project: Publications=================================
School Meal Project Report:• Tikkanen Irma 2008. "Asiakaslähtöisen kokonaisvaltaisen kouluruokailumallin kehittäminen.
Koululaisten, vanhempien, opettajien, kouluterveydenhoitajien ja keittiöhenkilökunnannäkemyksiä", 128 s. ISBN 978-951-563-617-1 (URL:http://www.sitra.fi)
http://www.sitra.fi/fi/Julkaisut/OhjelmienJulkaisut/era/elintarvikkeet_ja_ravitsemus.htm
Articles in Finnish:• Niemelä Mervi & Tikkanen Irma 2008. "Koululaiset toivovat terveellisiä ja ilmaisia välipaloja".
Kehittyvä Elintarvike, 3/08, 13.
• Tikkanen Irma & Hovi Riitta-Liisa 2008. "Söisin pääruokaa enemmän, jos olisi useamminlempiruokiani". Kotitalous, 4/2008, 17.
• Tikkanen, Irma & Urho Ulla-Marja 2009. Mitä koululaiset ja vanhemmat toivovatkouluaterialta? Bolus, 3/2009. s. 26–28. http://www.rty.fi/bolus-lehti.php
• Tikkanen Irma 2009. Noudattavatko oppilaat lautasmallia kouluruokailussa? Ravitsemuskatsaus,2/2009, s. 20-21.
Scientific articles (7):• Tikkanen Irma & Urho Ulla-Marja 2009. "Free school meals, the plate model and food choices in
Finland". British Food Journal, Vol. 111, No. 2, pp. 102-119.
• Tikkanen Irma 2009. "Pupils' school meal diet behaviour in Finland: two clusters". British FoodJournal, Vol. 111, No. 3, pp. 223-234.
• Tikkanen Irma & Honkanen Salla & Salmela Sanna-Pauliina 2009. "Snack service model for acomprehensive school". Nutrition & Food Science, Vol. 39, No. 2, pp. 151-159.
Highly Commended Award Winner at the Literati Network Awards for Excellence 2010 !!!
• Tikkanen Irma 2009. "Pupils' and parents' suggestions for developing school meals in Finland".British Food Journal, Vol. 111, No. 5, pp. 475-485.
• Tikkanen Irma 2009. "Maslow's hierarchy and pupils' suggestions for developing school meals".Nutrition & Food Science, Vol. 39, Issue 5, pp. 534-543.
• Tikkanen Irma 2009. "Is a plate model being followed by the pupils? Nine hypotheses". Nutrition &Food Science, Vol. 39, Issue 5, pp. 544-554.
• Tikkanen Irma 201x. "Nutritionally balanced school meal model for a comprehensive school".British Food Journal, Vol. xxx, No. x., pp. xxx-xxx. (Forthcoming)
1
Creating Health-Promoting Food Environment for School children
Terhi Virtanen M.Sc.
Project coordinator
Finnish Bread Informationwww.leipatiedotus.fi
2
Finnish
Bread
Information - What do we do?
•
Act as a general information service
of bread
producers
•
Improve
the public
health
in Finland and
promote
the
consumption
of bread
by
using different
methods
of
communication
3
Who are we?STAFF (communication+science)Executive manager Kaisa Mensonen (M. Sc.)[email protected] coordinator Terhi Virtanen (M. Sc.)[email protected]
ADMINISTRATIVE BOARDchairman, vice-chairman, + six members from different baking companies and The Central Union of AgriculturalProducers and Forest Owners (MTK)
EXPERT MEMBERS (science)Three professors from research institutes
4
How
do
we
operate?•
Education
•
Exhibitions
•
Material
production
–
Websites
–
Printing
material
•
Newsletters
–
Media
–
Background
organizations
•
Theme
events
–
Bread
week
42
–
Co-operation
projects
5
Finnish
Bread
Information and school
catering -projects
Go
Nuts
about
Grains
I-II 2002-2007
Communication
and education
projectfor experts
in healthcare
and nutritionand for school
children
(age
13-16 y)
Sponsor
Ministry
of agriculture
and forestry
Sponsor
Finnish
Innovation
Fund
Smart
Snack 2007-2008
Best operations
of the former
projects
to add
the consumption
of bread
at school
meal
Bite
a bread
2009 -
2010
Eat
healthy
snacks
between
the school
meal
and home dinnerSponsor
Ministry
of agriculture
and forestry
10
How
do
Finnish School
Children
eat?
National Public
Health
Institute (KTL), Nutrition
and wellbeing
of secondary
school
pupils; Intervention study
2007-2008
11
”Daily Energy
Intake
from
sucrose13%
Recommendation
< 10%”
Lähde: KTL/ Yläkoululaisten ravitsemus ja hyvinvointi tutkimus 2008
12
”
Daily Fiber
Intake17g
Recommendation
25-35g”
Lähde: KTL/ Yläkoululaisten ravitsemus ja hyvinvointi tutkimus 2008
13
”ONLY40 % of girls
and28 %
of boys
eat
vegetables
daily”
Lähde: KTL/ Yläkoululaisten ravitsemus ja hyvinvointi tutkimus 2008
”
71 %
eat
school
meal
daily but
only
one
third
eats
all
parts
of it,”
Lähde: KTL/ Yläkoululaisten ravitsemus ja hyvinvointi tutkimus 2008
16
90 meals
… 61 did
not
include
milk
… 52 did
not
include
vegetables
… 34 did
not
include
main course
… 8 did
not
include
bread
…2 corresponded
to
recommendations
17
”
Pupils
get
over
40%of their
daily energy
intake
from
SNACKS ”
Lähde: KTL/ Yläkoululaisten ravitsemus ja hyvinvointi tutkimus 2008
18
Your choice?
251 kcal 6 g fat 2 sugar cubes
2 570 kcal 66 g fat 140 sugar cubes
(400 g)
(200 g)(0,5 l)
13-16 –year old girl´s recommended daily energy intake is
2100-2300 kcal and boy´s 2400-2800 kcal
19
Research
findings:
Eating behaviour correlates well with the
environment
two
examples: introducing
Kalle
Commitment Information
and skills
School
rules
Healthy
snacks
Healthy and Comfort Food Environment for school children
School
meal
Workshops
and lessons
at school
Practices
at home
SMART SNACK -
INTERVENTION Model
for schools
Adults
at school
and at home Children
and Families
School
catering
INTERVENTION
23
Snacks
at school
If
school
lessons
continue
threehours
after
school
meal,
pupils
should
be
offereda possibility
to have
healthy
and
nourishing
snack by
school.
Recommended
by
National nutrition
council,Kouluruokailusuositus 2008
24
Snacks
at school
•Fiber
rich
cereal
products
(bread
and porridges) •Vegetables, Fruits
and Berries
•
Completed
by
low
fat
dairy
and meat products, vegetable
oils
Products
containing
large
amounts
of fat, sucrose
or
salt
shouldn´t
be
served
at schoolRecommended
by
National nutrition
council,Kouluruokailusuositus 2008
26
•
Promote
achieving
recommendations
•
Make
positive
changes
in nutrition
and eating
habits
among
adolescent
•
Increase
intake
of fiber
among
adolescent
by
means
of bread
•
Make
people
to understand
the value
of the bread
as a fiber
rich
and healthy
part
of nutrition
•
Promote
bread
supply
and consumption
as a
snack
Aims
of Bite
a Bread
-project
• Snack Card
and a cover
• Marketing material– Posters– Menu posters– Reminders
• Serving
materials
– Have
a Bite
–paper
wraps
for bread
– Have
a Bite
–tablecloth
and scarves
• Education
material
for parents
Tools
for School
Catering
28
• 10 €• Depending
on chosen
products
school
catering
marks
the square on 0,2 or
0,5 cent• By buying
the snack card
parents
can
make
sure
children
buy
healthy
and smart
snacks
Bite
a Bread
-Snack
Card
36
Bite
a Bread
–project 2009
• 4 cities• 47 schools• 26 000 students
•
Education, materials, snack menu
offer healthy optionsfor students
37
Bite
a Bread
–project 2009
Students:•Healthy
snacks
sold
by
school
catering reduced unhealthy
snacks
(50 %)
•The most
preferred
snack was
bread
(57 %)
•Arguments
choosing snacks:
TasteKeeps
hunger: rich
in fiber
vs. rich
in sucrose
38
Bite
a Bread
–project 2009
Students: •Good
materials
•Suitable
price
1-2 €
(73 %)
Teachers: •Quality
of snack affects
on students
energy
and vitality
level
39
Bite
a Bread
–project 2009
School
catering managers:
•Positive
effects
on students
behavior
and
attitude
towards
school meal
40
Bite
a Bread
–project 2010
• 3 cities• 19 schools• 9 000 students
•
Education, materials, snack menu
offer healthy optionsfor students
Physical activity for all[Liikunnasta kansalaistaito]–Sotkamo municipality project
Jarmo LiukkonenProfessor, Sport Pedagogy
University of Jyväskylä,Department of Sport Sciences
BackgroundBackgroundDecreased physical activity has beenDecreased physical activity has been
considered as one of the most significantconsidered as one of the most significantreasons for health problems in childhood andreasons for health problems in childhood and
adolescenceadolescence(Fogelholm et al. 2007).(Fogelholm et al. 2007).
According to the Finnish recommendation ofAccording to the Finnish recommendation ofhealth experts, all primary school agedhealth experts, all primary school aged
children should be physically active at leastchildren should be physically active at leasttwo hours and secondary school adolescentstwo hours and secondary school adolescents
one and a half hours dailyone and a half hours daily(Nuori Suomi 2008 [Young Finland]; Ministry of Education and Cul(Nuori Suomi 2008 [Young Finland]; Ministry of Education and Culture)ture)..
The review* of recent studies show, that:The review* of recent studies show, that:
1616––35% of Finnish 1235% of Finnish 12--18 year18 year--old boys andold boys and1717––41% of girls fail to achieve the41% of girls fail to achieve therecommendation of daily physical activity.recommendation of daily physical activity.
*) Adolescents Health and*) Adolescents Health andLifestyle Survey 2005;Lifestyle Survey 2005;Finnish Board of EducationFinnish Board of Education´́ssPhysical Education Evaluation 2003;Physical Education Evaluation 2003;School Health PromotionSchool Health PromotionStudy 2006Study 2006
Previous international reports have also shown thatPrevious international reports have also shown thatthe number of physically active children andthe number of physically active children and
adolescents has decreased during the last decadeadolescents has decreased during the last decade(National Institute for Health and Welfare 2009; WHO 2008)(National Institute for Health and Welfare 2009; WHO 2008)
Therefore, all efforts to promote childrenTherefore, all efforts to promote children’’s ands andadolescentsadolescents’’ physical activity are of great valuephysical activity are of great value
This presumption is supported by current researchThis presumption is supported by current researchfindings which have shown that childhood patterns offindings which have shown that childhood patterns of
physical activity track into adulthoodphysical activity track into adulthood(Kirk 2005; Ntoumanis 2005; Telama et al. 2005)(Kirk 2005; Ntoumanis 2005; Telama et al. 2005)
Theoretical backgroundTheoretical background
Physical activity is always a result of cognitivePhysical activity is always a result of cognitiveprocessesprocesses (Noland & Feldman 1984)(Noland & Feldman 1984),, in which socialin which social--
cognitive factors, such as perceived competence,cognitive factors, such as perceived competence,intrinsic and extrinsic motivationintrinsic and extrinsic motivation (Deci & Ryan 2000)(Deci & Ryan 2000),,
expectancies, values and intentionsexpectancies, values and intentions (Wigfield & Eccles 2000)(Wigfield & Eccles 2000)
are associated with individual characteristics ofare associated with individual characteristics ofparticipation in PAparticipation in PA (Koski 2004; Unruh 1979)(Koski 2004; Unruh 1979) or stages ofor stages of
change regarding attitudes towards physical activitychange regarding attitudes towards physical activity(Prochaska & DiClemente 1983)(Prochaska & DiClemente 1983)..
To our knowledge, changes in these variables,To our knowledge, changes in these variables,along with PA, have never been investigated inalong with PA, have never been investigated in
a longitudinal setting, including criticala longitudinal setting, including criticaltransition periods (elementarytransition periods (elementary secondarysecondary
schoolschool gymnasium/vocational school)gymnasium/vocational school)..
Aims of the projectAims of the project1.1. Baseline study (2010):Baseline study (2010):a)a) Physical activity and its socialPhysical activity and its social--cognitivecognitive
determinantsdeterminantsb)b) Nutrition and eating habitsNutrition and eating habits
2. Planning of specific interventions2. Planning of specific interventions (2010(2010--2011)2011)
3. Carrying out the interventions3. Carrying out the interventions (2011(2011 ))
4. Follow4. Follow--up study annuallyup study annually (2011(2011 ))
InterventionsInterventions1.1. Education of teachers, coaches, administrative staff , andEducation of teachers, coaches, administrative staff , and
other professionalsother professionals2.2. Specific local interventios, such as SAPERE nutritionSpecific local interventios, such as SAPERE nutrition
education in kindergartens, preschools, and family daycareeducation in kindergartens, preschools, and family daycare3.3. Expert meetings and seminars, incl. International CongressExpert meetings and seminars, incl. International Congress
on Enhancement of PAon Enhancement of PA4.4. Development of PA facilities and equipmentDevelopment of PA facilities and equipment5.5. Development of technological, e.g., mobile technologicalDevelopment of technological, e.g., mobile technological
innnovations to enhance PAinnnovations to enhance PA6.6. Integration to ongoing/future national programs, e.g.,Integration to ongoing/future national programs, e.g.,
Moving School [Liikkuva koulu], organized by the Ministry ofMoving School [Liikkuva koulu], organized by the Ministry ofEducation and CultureEducation and Culture
Ecological model of the intervention planEcological model of the intervention plan
Kindergartens,preschools &family day care
Elementaryschool
Secondaryschool
Families
GymnasiumVocationalschools
Sport clubs
Sport & youthadministration
Development ofproximal PAenvironment
PA facilities(built & natural)
Chirch
Childwelfareclinic
Technical University
Militaryservice
FinanciationFinanciation
European UnionEuropean Union –– Social FundSocial Fund
Action Line 3: Development of Innovation,Action Line 3: Development of Innovation,Service, and Knowledge SystemsService, and Knowledge Systems
Rationale of the projectRationale of the projectSedentary lifestyle has been estimated to causeSedentary lifestyle has been estimated to cause
public sector direct healthpublic sector direct health--related costs up to 200related costs up to 200million euro annually. In addition, indirect healthmillion euro annually. In addition, indirect health
costs are estimated to raise up to 100 million euro,costs are estimated to raise up to 100 million euro,and that of private sector up to 300 million euro perand that of private sector up to 300 million euro per
year.year.
VISION:VISION:
Sotkamo municipality will be the first community inSotkamo municipality will be the first community inFinland to stop the increase of child obesityFinland to stop the increase of child obesity
Intrinsic motivationIntrinsic motivationAccording to the selfAccording to the self--determination theorydetermination theory
(SDT; Deci & Ryan 2000)(SDT; Deci & Ryan 2000),, there are threethere are threepsychological needs behind intrinsicpsychological needs behind intrinsic
motivation :motivation :
•• perception of competenceperception of competence•• autonomy/selfautonomy/self--determinationdetermination•• social relatednesssocial relatedness
Goal orientation theoryGoal orientation theoryMajor goal of achievement behaviour is toMajor goal of achievement behaviour is todemonstrate high ability and to avoid thedemonstrate high ability and to avoid the
demonstration of low competencedemonstration of low competence(Nicholls 1989)(Nicholls 1989)
There are two goal orientations which determineThere are two goal orientations which determinehow success is perceived and competencehow success is perceived and competence
evaluated:evaluated:•• Task orientationTask orientation: intra: intra--individual comparisonindividual comparison•• Ego orientationEgo orientation: inter: inter--individual comparisonindividual comparison
Motivational climateMotivational climateGlobal psychological environment directing theGlobal psychological environment directing thecognitions, emotions, and behaviour of an actioncognitions, emotions, and behaviour of an action
•• the teacher and parents have a central role inthe teacher and parents have a central role inregulating the climate in activities duringregulating the climate in activities duringpreschool agespreschool ages
•• If the focus is in enhancement of intrinsicIf the focus is in enhancement of intrinsicmotivation, there are three key dimensions:motivation, there are three key dimensions:
# autonomy# autonomy# social relatedness# social relatedness# perception of competence# perception of competence
ENJOYMENT IN PE
AUTONOMY SOCIAL TASK EGO
*) p<0.001
0.39* 0.50* 0.64* -0.10*
0.38* 0.50* 0.66* 0.10*
SELF-DETERMINED MOTIVATIONAL CLIMATE
PE Mark0.49*
0.52*
n=2594
n=1803
Motivational climate and Grade 9 studentsMotivational climate and Grade 9 students’’enjoyment in PEenjoyment in PE (Soini 2006)(Soini 2006)
PERCEIVED COMPETENCE___________________________________
MODIFYING FACTORS
General
a) Demographic variables(age, sex, race,ethnicity…)
b) Social variables (socialclass, social support…)
c) Structural variables(prior experience withexercise, knowledgeabout exercise…)
d) Physical variables(health status, physicalfitness)
PREDISPOSITIONS
Perceived controlover exerciseAttitude toward PASelf-conceptValues
a) Healthb) Appearancec) Physical
fitness CUES TO ACTION
a) Health problems
b) Health education
c) Advice from others
d) Exposure to those whoexercise
e) Media
LIKELIHOOD OFACTION
Perceived benefits ofaction
a) Improved health
b) Improvedappearance
c) Social benefitsd) Prevention ofdiseasee) Feeling good…
minus
Perceived barriers toactiona. Costb. Lack of timec. Paind. Other peoplee. Weather…
READINESS TOEXERCISE EXERCISE
Exercise behavior model (Noland & Feldman 1984)
Dependent/outcome variables:
Behavioural variables and scales:
Self-assessed physical activity:(HBSC; Currie et al. 2002), (MVPA; Prochaska et al. 2001)
Objective physical activity (from 2011 onwards:SenseWear® Armband Pro2 (Adrian 2005)
Eating habits
Main study variablesMain study variables
Main study variablesMain study variables
Independent variables:Independent variables:
Social cognitive motivational variables and scales:Social cognitive motivational variables and scales:Perceived competence: Physical SelfPerceived competence: Physical Self--Perception Profile (Fox & CorbinPerception Profile (Fox & Corbin1989)1989)Expectancies: ExpectancyExpectancies: Expectancy--related Beliefs Scale (Eccles et al. 1983)related Beliefs Scale (Eccles et al. 1983)Values: Subjective Task Values Scale (Eccles et al. 1983)Values: Subjective Task Values Scale (Eccles et al. 1983)Intentions: Physical Activity Intention Scale (modified from XiaIntentions: Physical Activity Intention Scale (modified from Xiang et al. 2003)ng et al. 2003)Extrinsic to intrinsic motivation: Sport Motivation Scale (PelleExtrinsic to intrinsic motivation: Sport Motivation Scale (Pelletier et al. 1995)tier et al. 1995)
Affective variables and scales:Affective variables and scales:PE enjoyment: Sport Enjoyment Scale (Scanlan et al.1993)PE enjoyment: Sport Enjoyment Scale (Scanlan et al.1993)PE anxiety: Trait Anxiety in Physical Education (Barkoukis et alPE anxiety: Trait Anxiety in Physical Education (Barkoukis et al. 2005, Yli. 2005, Yli--Piipari et al. 2009b)Piipari et al. 2009b)
Background variables:Background variables:NameNameAgeAgeGenderGenderBMIBMIWaistWaistPrevious PAPrevious PAParticipation in organized sportsParticipation in organized sportsPA of siblingsPA of siblingsParental support and PAParental support and PASupport from othersSupport from othersOpportunities to exercise (Sallis, ProchaskaOpportunities to exercise (Sallis, Prochaska,, Taylor 2000)Taylor 2000)Stages of change (Prochaska & DiClemente 1983)Stages of change (Prochaska & DiClemente 1983)
Participants of Sotkamo projectParticipants of Sotkamo project –– Baseline study 2010Baseline study 2010(Grade 5(Grade 5--9 students)9 students)
525 students and 175 parents525 students and 175 parents257 girls, 228 boys257 girls, 228 boys
TenettiTenetti secondary school N=380secondary school N=380 (72,7%)(72,7%)
11 elementary schools N=137 (27,3%)11 elementary schools N=137 (27,3%)
Participation minimum once a week in sport clubParticipation minimum once a week in sport clubactivities, 9activities, 9--18 year18 year--oldsolds
Sotkamo – Participation in sport club activities minimum once per week, Grade 5 - 9
* Equivalent of national mean* 42% of girls and 48% of boys participate sport club activities min. one/week
GirlsGirlsBoysBoys
Vasankari 2010
Percentage of 11-15 year-olds with at least moderate PA >60 min/day
BoysBoys
GirlsGirls
Sotkamo – On how many days/week you have been physically active for min. 60minutes – Percentage of students
Physically totally sedentary 1%, sufficiently active: girls11% and Boys 20%
GirlsGirlsBoysBoys
SotkamoSotkamo –– PA min 60 min/dayPA min 60 min/day –– Grade 5Grade 5 –– 99
Dramatic drop during transfer from elementary to secondary school in boys
GirlsGirlsBoysBoys
Obesity* of Finnish children1984 - 2004
Obese %BOYS GIRLS13 y. 15 y. 13 y. 15y.
1984: 7 8 6 31994: 14 12 11 62004: 22 21 14 11Sotkamo Grade 7 19.1 9.4Sotkamo Grade 9 10.7 6.8
*) Equivalent of adults’ BMI >25
Kannas et al. 2004
SotkamoSotkamo –– Obesity %Obesity % –– Grade 5Grade 5 –– 99(International Obesity Task Force; Cole values*)(International Obesity Task Force; Cole values*)
*) In Sotkamo less obese children compared to the national mean
GirlsGirlsBoysBoys
Contradiction between current level and satisfaction of PA – Students do notperceive themselves to have a need to be physically more active
GirlsGirlsBoysBoys
Intrinsic interest* in school subjectsIntrinsic interest* in school subjects(n= 257 girls, 228 boys)#(n= 257 girls, 228 boys)#
GirlsGirls BoysBoysPhysical EducationPhysical Education 3,763,76 4,304,30MusicMusic 3,683,68 2,912,91ArtsArts 3,573,57 2,732,73HandicraftHandicraft 3,543,54 3,563,56
Biology/geographyBiology/geography 3,553,55 3,493,49EnglishEnglish 3,313,31 3,223,22HistoryHistory 3,093,09 3,363,36MathematicsMathematics 3,083,08 3,443,44Finnish languageFinnish language 3,073,07 2,702,70Physics/ChemistryPhysics/Chemistry 2,922,92 3,593,59Swedish languageSwedish language 2,872,87 2,442,44Religion/ethicsReligion/ethics 2,302,30 2,442,44
*)*) Task values (Eccles et al 1983): How interesting you perceive foTask values (Eccles et al 1983): How interesting you perceive following school subjects; scale values 1.00llowing school subjects; scale values 1.00 –– 5.005.00#) All students from the Municipality of Sotkamo, Finland, Grade#) All students from the Municipality of Sotkamo, Finland, Grade 55 –– 9 students, (respondent rate 82%)9 students, (respondent rate 82%)
Sotkamo – Students’ perceptions of anxiety in school PE1= No anxiety…5= High anxiety
GirlsGirlsBoysBoys
___________________________________________Total physical activity
Girls (257) Boys (228)___________________________________________BMI -.139* -.169*
PE enjoyment .346*** .391***
PE anxiety -.234*** -.326***
PE autonomy climate .239*** .156
PE sos. Rel. climate .245*** .225***
PE task-inv. climate .232*** .298***
PE Ego-inv. climate .078 .163*
________________________________________________
• Parent BMI/ child BMI GIRLS: .319**, BOYS .243*
• Parents’ self-assessed physical fitness/ children’s PA (GIRLS .172,
BOYS .252*)
• Parents’ PA/ children’s PA: no correlation!
Sotkamo – Correlations between students’ PA and some study variables
Summary of Sotkamo baseline study
1. PA decreases and obesity increases with age2. Sufficiently active: Girls 11%, Boys 20%3. PA equivalent of national mean4. Almost half of children participate actively in
sport club activities5. Obesity slightly below national mean6. PE most popular school subject7. PE climate associated with PA8. Biggest problems associated with transsition
from elementary to secondary school
Healthy foodchoices for children
and youngIdeas and remarks
Finnish nationalfood promotionprogram (SRE)
What is the most efficient way to educatekids around food? (e.g. play)
Nowadays many pupils eat at McDonaldsduring the school day. Pupils should notbe allowed to leave school area duringthe school day
Nordic projects collaborate inprogrammes to enhance the awareness ofNordic food culture - families / children /food industry / authorities
Finnish food culture centre, a place pupilsand tourists can visit, should be founded
Healthy modern recipes for schools
Customized old "good" recipes to healthier.E.g. wheat pasta to whole grain pasta
Initiative to Parliament: More homeeconomics and cooking in schools
Minimum limit for the price of the school meal clubs
Food clubs at schools in connection withthe afternoon snacks
How can we promote "togetherness" atmeal times? Many homes have nocommon meal times.
Where are the food companies? What isthe food quality offer? What is healthyfood? What is processed food? Healthierfood instead of healthy food
Extend lunch break at school by 30 min
Using social media when collectingopinions of pupils and parents
Besides promotion, practical development/ innovation actions are needed
Many excellent examples of goodpractices! How to get these ideas topractise everywhere and every year?
It's important that Sapere project willspread to Nordic countries
Spread Sapere-method to all day-care places
NTP Healthy choices project -targets and tasks
In Iceland parents pay, in Finland taxfunds. Is there a difference in the foodeaten in schools based on this difference?
Would it be possible to combine schoolmeals purchasing in all Nordic countriesin order to gain more purchasing andnegotiating power? -> better food cheaper
Pupils should be handled as customers inschool meal chain - New era to schoolcatering needed
Effective dissemination of results - Newprojects to put this into practice
Special school meal subplatform isneeded linked to Food for Life platform
Education for every adult in schoolMaking unhealthy food untrendy
Youth exerciseand nutritionproject -targets andtasks
How to enhance positive attitude to PA onthe 6th grade -> BEFORE transition to 7thgrade / another school?
Disco and ballroom dancing as PA inschools for 7-9th graders
Sport clubs for different kinds of activities
Many children have troubles with toomany training sessions / week. They takeaway family time e.g. suppers together.Slower tempo would be better
The problem is that sports are nowadaysvery competitive oriented even of smallchildren. For example if football trainingsare 4-5 times / week, sports are not funanymore. In stead sport should be dividedinto different groups for different skilllevels
Creatinghealth-promotingfood environmentfor school children
It is true that kids have to eat in ahurry in a noisy school cantina. It isnot a cosy and inviting place - futureschool cantina project
Cosy and comfortable foodenvironment is very important
A teaching day for effect of differentkind of snacks could be organised. Forexample sweets vs. bread. -> "Howsoon are you hungry again?" etc. Theidea would be to recognize how foodeffects alertness, hunger and so on
School meals -opinions of pupils andparents
We grow-ups should hear better kids -otherwise they do not eat
Nordic program to develop aspects inpublic oriented school meal chain
It could be useful to give children anopportunity to modify their school foodaccording to their taste preferences, forexample providing spices etc.
Focus on what we need to cover all thenutrients to keep healthy
Technology challenges to reduce salt,sugar and fat, or increase fibre and keepthe taste at the same time
Children should be seen as customers.Their opinions should be taken in accountmore
Soft chairs and music to school canteen :-)
It's often the question of choice andpossibilities to make decision makers tosee the importance of school meals as afactor that prevent fatting, societyillnesses etc.
Suggestion: To make school meals partlybe paid by the parents and therefore itcan be made better and healthier.Nowadays many parents are ready to pay1-2 euros/day for a lunch that consists ofunhealthy ready-made food. Why won'tparents pay extra for school meal insteadfor fruit and vegetables for a snack?
Healthy food choises for children and young.mmap - 10.9.2010 -