Evaluation of implementation methods using a nutrition-fitness curriculum in fifth and sixth grades

This paper reports the evaluation of a team-based, integrated nutrition-fitness curriculum for fifth- and sixth-grade students. The study data analysis involved 903 students from fifty classes. We tested students in three curriculum-implementation treatment groups before and after four months of instruction. Control group students completed the same pre- and posttests prior to receiving the curriculum. We gave teachers in all three treatment groups a one-hour curriculum orientation. The orientation treatment group teachers received only curriculum orientation. We provided consultant group teachers with three hours of nutrition-fitness workshop training plus a total of twelve hours of monthly nutrition consultation during the four-month field test. Teachers in the workshop treatment group participated in fifteen hours of nutrition-fitness workshop training. For sixth-grade students only the consultant treatment group had both knowledge and attitude score changes that were statistically significant and positive. The students of orientation group teachers showed a positive, statistically significant increase in attitude scale scores. There were no statistically significant changes in test scores for fifth-grade students. Teachers' curriculum content evaluations, and program evaluations from teachers, parents, and administrators were excellent.