'Someone Stole My Popcorn': Integrating Brief Nutrition Education into a School-University Service-Learning Physical Activity Program
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| Title: | 'Someone Stole My Popcorn': Integrating Brief Nutrition Education into a School-University Service-Learning Physical Activity Program |
|---|---|
| Language: | English |
| Authors: | Tamara Rial Rebullido (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: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Nutrition Instruction, College School Cooperation, Universities, Service Learning, Physical Activities, Physical Education, Partnerships in Education, Dietetics, Eating Habits, Undergraduate Students, Elementary School Students, Program Effectiveness, Health Promotion |
| DOI: | 10.1111/josh.70165 |
| ISSN: | 0022-4391 1746-1561 |
| Abstract: | Background: Poor dietary habits disproportionately affect children in under-resourced schools, where time, staffing, and curricular constraints often limit access to structured nutrition education. School-university partnerships that integrate nutrition education into existing programs may offer a feasible and equitable approach to addressing nutrition literacy. Contributions to Practice: This article describes the implementation and participants' experiences of a brief nutrition education component added to the All Stars Moving Together (ASMT) school-university service-learning physical activity program. Twelve brief (10-min) nutrition education and healthy snack sampling sessions were delivered by undergraduate students, following ASMT physical activity sessions over 8 weeks. Practice-based evidence was supported by a pre-post questionnaire, focus group discussions with elementary students, and narrative reflections from college students to inform perceptions of program impact. Implications for School Health Policy, Practice, and Equity: Participants' narratives highlighted exposure and preference to healthy snacks, nutrition knowledge, learning experiences, and awareness of food choice. Integrating brief, experiential nutrition education into existing school-based physical activity programs appears feasible, acceptable, and culturally responsive, while offering a low-cost nutrition approach in under-resourced communities. Conclusions: Integrating short nutrition education sessions into experiential service-learning school-based programs offers a practical strategy for promoting nutrition literacy and health equity for youth in under-resourced communities. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508044 |
| Database: | ERIC |
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