Effect of an Integrated Physical Activity and Nutrition Education Program Delivered by Physical Educators
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| Title: | Effect of an Integrated Physical Activity and Nutrition Education Program Delivered by Physical Educators |
|---|---|
| Language: | English |
| Authors: | David Larose (ORCID |
| Source: | Journal of School Health. 2026 96(6). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Integrated Activities, Physical Education, Physical Activities, Nutrition Instruction, Instructional Effectiveness, Outcomes of Education, Intervention, Dietetics, Program Effectiveness |
| DOI: | 10.1111/josh.70157 |
| ISSN: | 0022-4391 1746-1561 |
| Abstract: | Background: Few school-based interventions integrate nutrition with physical activity (PA), especially within physical education classes. This study evaluated the effect of a nutrition education program designed for physical educators (PEs) that combined nutrition education with PA. Methods: In this cluster-randomized study, classes were assigned (class level) to a control (n = 11; 140 students) or an intervention group (n = 8; 143 students) over 4 months. PEs (n = 7) and students (n = 283) completed questionnaires pre- and post-intervention. Primary outcomes included students' nutrition knowledge, attitudes, environments, behaviors, and dietary intake. Additionally, PEs' appreciation, relevance, and use of the program and self-reported and measured compliance were evaluated. Mixed-effects models were used for analysis. Results: Students in the intervention group showed a greater improvement in nutrition knowledge than those in the control group (adjusted mean change: +3.6 versus +1.3 points, respectively; p < 0.001). No significant changes were observed for other outcomes. Implications for School Health Policy, Practice, and Equity: Providing PEs with tailored resources enables them to effectively integrate health promotion into physical education classes. Conclusions: A nutrition education program for PEs has the potential to improve students' nutrition knowledge and offers a feasible approach to incorporate nutrition education into the physical education curriculum. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507978 |
| Database: | ERIC |
| Abstract: | Background: Few school-based interventions integrate nutrition with physical activity (PA), especially within physical education classes. This study evaluated the effect of a nutrition education program designed for physical educators (PEs) that combined nutrition education with PA. Methods: In this cluster-randomized study, classes were assigned (class level) to a control (n = 11; 140 students) or an intervention group (n = 8; 143 students) over 4 months. PEs (n = 7) and students (n = 283) completed questionnaires pre- and post-intervention. Primary outcomes included students' nutrition knowledge, attitudes, environments, behaviors, and dietary intake. Additionally, PEs' appreciation, relevance, and use of the program and self-reported and measured compliance were evaluated. Mixed-effects models were used for analysis. Results: Students in the intervention group showed a greater improvement in nutrition knowledge than those in the control group (adjusted mean change: +3.6 versus +1.3 points, respectively; p < 0.001). No significant changes were observed for other outcomes. Implications for School Health Policy, Practice, and Equity: Providing PEs with tailored resources enables them to effectively integrate health promotion into physical education classes. Conclusions: A nutrition education program for PEs has the potential to improve students' nutrition knowledge and offers a feasible approach to incorporate nutrition education into the physical education curriculum. |
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| ISSN: | 0022-4391 1746-1561 |
| DOI: | 10.1111/josh.70157 |
