Abstract:
Developing sustainable obesity prevention strategies is a primary focus for researchers, including those in the college setting. To improve nutrition and exercise beliefs and behaviors among college students a one-semester nutrition and exercise course was created and implemented using an undergraduate faculty-Peer Educator teaching model. The first eight-week session focused on undergraduate Peer Educator training and development of curriculum for the nutrition and exercise course. Six Peer Educators were recruited from undergraduate dietetics and kinesiology classes. A teaching training program was developed based on the WHO: Training of Trainers Manual. Peer Educators provided feedback on topics and course content. During the second eight-week session, Peer Educators (n=6) led weekly discussions with the class (n=39) and faculty (n=2) conducted lectures. At the conclusion of the 8-week class, students reported improved self-efficacy for resisting eating under pressure from others and when physically run down. Students' outcome expectations and intake related to vegetables and fruits improved. Self-reported weekly strenuous and moderate exercise also improved. Despite a small class sample, our results demonstrated that using a peer education model in a class setting can improve some beliefs, attitudes, and behaviors towards healthy eating and exercise.
Keywords:
obesity prevention, nutrition education, exercise beliefs, WHO, Training of Trainers Manual
 Khan_Pages from March 2011 NACTA JOURNAL.pdf | [ ] | 129 kB |
