O32 (continued)

dislike with other ones or even disguise food and use threatsto further intake. Among successful stories mentioned werethose developed in class, by means of songs, theater, andpainting, in addition to a vegetable garden and activitiesrelated to degusting food previously chosen. Educators saidthey are qualified to develop such activities, as they havebeen working with children for a long time in addition totheir experience with their own children. However, theydescribe those eating habits as not being healthy.Conclusions and Implications: Educators’ perceptions andpractices about children’s eating habits still prove deficientas compared to parameters. The findings suggest the impor-tance of capacitating programs to children’s educators.

O33 Evaluation of Six Community-BasedNutrition and Physical Activity InterventionsAnna Phillips, BS, RD, LD, The University of Georgia,College of Family and Consumer Sciences, Departmentof Foods and Nutrition, 280 Dawson Hall, Athens, GA30602, annap@uga.edu; Marsha Davis, PhD, TheUniversity of Georgia, College of Public Health, 317Ramsey Center, Athens, GA 30602, davism@uga.edu;James J. Bason, PhD, The University of Georgia, SurveyResearch Center, 300 Stegeman Coliseum, Athens, GA30602, jbason@uga.edu; Rebecca M. Mullis, PhD, RD,The University of Georgia, College of Family andConsumer Sciences, Department of Foods and Nutrition,rmm@fcs.uga.edu

Objective: To evaluate the effectiveness of six community-based nutrition and physical activity programs in Georgiausing cross-site and site-specific evaluation measures over aperiod of three years.Design, Setting and Participants: Longitudinal study fol-lowing a cohort of subjects surveyed at baseline, year oneand year two over the study period. Six community-basedintervention programs throughout Georgia. A conveniencesample of 3,000 subjects, ages 8 to 14, in participatingschools and community programs.Intervention: Each community has planned nutrition andphysical activity interventions specific to their site.Outcome Measures and Analysis: Subjects self-report foodand physical activity frequencies; activity tracking logsrecord related activities. The degree of change from pre-intervention to post-intervention will be analyzed based onfruit, vegetable, fat consumption and physical activity level.Mean differences will be tested for significance.Results: Baseline and one-year results to be reported.Conclusions and Implications: The evaluation plan de-scribed can be used across multiple intervention sites toassess program outcomes. This project is funded by Health-care Georgia Foundation.

O34 Enhancing Personal Agency andCompetence in Eating and Moving: AnOutcome Evaluation of Choice, Control, andChange (C3), an Inquiry-Based Middle SchoolScience Curriculum to Reduce Obesity RiskWendy Sauberli, MS, wendy_sauberli@yahoo.com;Heewon Lee, MS, MEdheewon11@hotmail.com;Isobel R. Contento, PhD, irc6@columbia.edu;Pamela Koch, EdD, RD, pkoch@tc.edu;Angela Calabrese Barton, Teachers College ColumbiaUniversity, Department of Health and Behavior Studies,525 West 120th Street, Box 137, New York, NY 10027,acb@msu.edu

Objective: To examine the outcome on behaviors andmediating variables of an inquiry-based science curriculum,Choice, Control, and Change (C3).Design, Setting and Participants: Ten middle schools inNYC were randomly assigned, within matched pairs, toeither intervention (561 students) or comparison (572 stu-dents) condition.Intervention: The intervention schools received the C3curriculum that that uses science inquiry processes for stu-dents to learn why to take action and social cognitive andself-determination theories for how to take action.Outcome Measures and Analysis: Outcomes for seventargeted behaviors, using several self-report measures, wereanalyzed by ANCOVA.Results: Students in intervention schools reported inten-tionally walked and took the stairs more (p�.05), anddecreased screen-time (p�.05). The intervention studentsreported drinking fewer sweetened beverages (p�.05).They also reported eating fewer packaged snacks, especiallycandy and salty snacks (p�.05). Finally, the interventionschool students reported ordering smaller sizes and fewervalue meals at fast food restaurants (p�.01). There were noincreases in fruit, vegetables, and water intake. Interven-tion students had improved beliefs on all seven behaviors,improved self-efficacy for drinking fewer sweetened bever-ages, eating fewer times at fast food restaurants, and eatingfewer packaged snacks, and walking and taking stairs more.They also improved in their competency in healthy eatingand physical activity.Conclusions and Implications: C3 program was effective inincreasing children’s sense of personal agency and compe-tence and in reducing less healthful behaviors related toobesity risk among middle school students. Further researchis needed. This study was funded by NIH.

S36 Oral Abstracts