| Scope and method of study. One purpose of this study was to implement the TEAM NUTRITION (TN) curriculum in two elementary schools using a staff resource person and assess food behaviors, nutrition modeling, self-efficacy, outcome expectancies and knowledge before and after the intervention. We assessed a convenience sample of 197 students in grades three through five using a quasi-experimental design. Data were analyzed by descriptive analysis and linear regression. Another purpose of this study was to profile elementary teachers' opinions about teaching nutrition. We interviewed a convenience sample of 17 staff members from two elementary schools in a suburban school district in the Midwest. Data were analyzed by descriptive analysis.; Findings and conclusions. Knowledge scores were higher after the intervention in one school, but other scores changed little. Self-efficacy and modeling were significant predictors of food behaviors. A more complete integration of TN into the school curriculum may be indicated for maximal improvements in knowledge, outcome expectancies, self-efficacy, food behaviors and modeling. During teacher interviews, the most important influences on teaching nutrition were nutrition is important since it affects health, it positively impacts learning, children need it to make healthy choices, and it fits in well with the elementary curriculum. The most important barriers were time constraints, difficulty deciding on current nutrition information, lack of training and lack of insert-type curricula. Research should be conducted to determine the effects of training to increase self-efficacy for teaching nutrition, and on the best ways to overcome barriers. |
