Dudley Dean A, Cotton Wayne G, Peralta Louisa R
School of Education, Faculty of Human Sciences, Macquarie University, Sydney, NSW, Australia.
Faculty of Education and Social Work, University of Sydney, Sydney, NSW, Australia.
Int J Behav Nutr Phys Act. 2015 Feb 25;12:28. doi: 10.1186/s12966-015-0182-8.
Healthy eating by primary school-aged children is important for good health and development. Schools can play an important role in the education and promotion of healthy eating among children. The aim of this review was to: 1) perform a systematic review of randomised controlled, quasi-experimental and cluster controlled trials examining the school-based teaching interventions that improve the eating habits of primary school children; and 2) perform a meta-analysis to determine the effect of those interventions.
The systematic review was limited to four healthy eating outcomes: reduced food consumption or energy intake; increased fruit and vegetable consumption or preference; reduced sugar consumption or preference (not from whole fruit); increased nutritional knowledge. In March 2014, we searched seven electronic databases using predefined keywords for intervention studies that were conducted in primary schools which focused on the four healthy eating outcomes. Targeted internet searching using Google Scholar was also used. In excess of 200,000 possible citations were identified. Abstracts and full text of articles of potentially relevant papers were screened to determine eligibility. Data pertaining to teaching strategies that reported on healthy eating outcomes for primary school children was extracted from the 49 eligible papers.
Experiential learning strategies were associated with the largest effects across the reduced food consumption or energy intake; increased fruit and vegetable consumption or preference; and increased nutritional knowledge outcomes. Reducing sugar consumption and preference was most influenced by cross-curricular approaches embedded in the interventions.
As with most educational interventions, most of the teaching strategies extracted from the intervention studies led to positive changes in primary school children's healthy eating behaviours. However, given the finite resources, increased overcrowding of school curriculum and capacity of teachers in primary schools, a meta-analysis of this scope is able to provide stakeholders with the best evidence of where these resources should be focused.
小学阶段儿童的健康饮食对其健康和发育至关重要。学校在儿童健康饮食的教育和推广方面可发挥重要作用。本综述的目的是：1）对随机对照试验、准实验和整群对照试验进行系统综述，这些试验考察了改善小学生饮食习惯的校本教学干预措施；2）进行荟萃分析以确定这些干预措施的效果。
系统综述仅限于四项健康饮食结果：减少食物摄入量或能量摄入；增加水果和蔬菜的摄入量或偏好；减少糖的摄入量或偏好（非来自完整水果）；增加营养知识。2014年3月，我们使用预定义关键词在七个电子数据库中搜索针对小学开展的、聚焦于这四项健康饮食结果的干预研究。还使用谷歌学术进行了有针对性的互联网搜索。共识别出超过20万条可能的文献引用。对潜在相关论文的摘要和全文进行筛选以确定其合格性。从49篇合格论文中提取了与小学生健康饮食结果相关的教学策略数据。
在减少食物摄入量或能量摄入、增加水果和蔬菜的摄入量或偏好以及增加营养知识结果方面，体验式学习策略的效果最为显著。减少糖的摄入量和偏好受干预措施中跨学科方法的影响最大。
与大多数教育干预措施一样，从干预研究中提取的大多数教学策略都使小学生的健康饮食行为产生了积极变化。然而，鉴于资源有限、学校课程过度拥挤以及小学教师的能力问题，这样规模的荟萃分析能够为利益相关者提供最佳证据，以明确这些资源应集中投入的方向。
