Cooking, taste-testing, games, role-playing, and gardening had the greatest effects on nutrition outcomes in primary school children¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In primary school settings, interventions using food preparation/cooking, taste-testing, games, role-playing, and gardening showed the greatest effects across behaviour, attitude, and knowledge outcomes. → Varman Sumantla D. 2021

Evidence¶

Varman Sumantla D. 2021¶

Varman Sumantla D., Cliff Dylan P., Jones Rachel A., Hammersley Megan L., Zhang Zhiguang, Charlton Karen, Kelly Bridget. (2021). Experiential Learning Interventions and Healthy Eating Outcomes in Children: A Systematic Literature Review. International Journal of Environmental Research and Public Health. https://doi.org/10.3390/ijerph182010824

q3 · i? · quant-synthesis · r2

Review synthesis across 19 primary-school studies (18/25 of included studies). The discussion reports that strategies such as "food preparation/cooking, taste-testing, games, role-playing, and gardening, had the greatest effect across the three outcomes" in this age group. No single pooled effect size is printed.

"Most of the included intervention studies were conducted in the primary school setting, and those that used strategies such as food preparation/cooking, taste-testing, games, role-playing, and gardening, had the greatest effect across the three outcomes (behaviour, attitude, and knowledge) in this age group."

Discussion¶

Learner Variables¶

• Physical Well-Being — outcome: instruction changes it

Related Claims¶

• Experiential learning activities improve children's knowledge, attitudes, and behaviors towards healthy eating
• School gardening showed large effects on knowledge, preferences, and consumption of fruits and vegetables in primary school children
• Sensory evaluation, games, storybooks, role-modelling, and creative art activities tended to have large effects on food behaviours and attitudes in preschool children
• Successful interventions combined multiple experiential strategies, involved parents, used theory, and were shorter but more intense
• Taste-testing showed large effects on behavioral outcomes but was usually combined with other experiential strategies
• Evidence for effective experiential learning approaches is weaker for preschool children than for primary school children
• Experiential learning approaches improve fruit and vegetable consumption or preference (Md = 0.68), within the Zone of Desired Effects — a narrower finding that bears on this claim
• Experiential learning approaches (school/community gardens, cooking, food preparation) produce the largest effects on reducing food consumption and energy intake in primary school children — a narrower finding that bears on this claim
• Experiential learning approaches are a particularly strong strategy for improving primary school children's nutritional knowledge (Md = 1.35) — related