Jana R. Kicklighter

Dietary intake of female U.S. soccer players.

The purpose of this pilot study was to assess the dietary intake of female soccer players from the Under-21 (U-21) United States women’s national soccer team. Participants completed three-day food records and a medical history questionnaire. The female soccer players reported an energy intake of 34 kcal/kg body weight (total 2015 kcal/day). The contribution of protein, fat and carbohydrate to total energy intake were 15%, 30% and 55%, respectively. Dietary intakes of vitamins D and E were less than two-thirds of the recommendations and intake of all minerals was greater than two-thirds of the recommendations. The self-reported health status suggests that this was a healthy group of female athletes. Responses to the nutrition attitude questions suggest that these athletes may benefit from appropriate education regarding the role of nutrients in health and performance. In summary, results of this pilot study suggest that these young female soccer players should be encouraged to eat small, high carbohydrate nutrient dense meals, frequently throughout the day, and they should be provided with appropriate nutrition counseling.

Prevalence of metabolic syndrome risk factors among young adult Asian Indians

Metabolic syndrome has a high prevalence within the U.S population. Asian Indians have a greater prevalence of the chronic diseases associated with this syndrome compared to Caucasians. This study aimed to determine the prevalence of risk factors of metabolic syndrome in young adult Asian Indians. Behavioral risk factors, dietary intake, and anthropometric measurements were assessed on all study participants (n = 50). The mean BMI was 23.2 and 20.4, waist circumference was 87 and 79 cm, and percent body fat was 16 and 26% for males and females, respectively. Macronutrient contributions to the total energy intake were: carbohydrate 55% for males and females, protein 14 and 12% for males and females respectively, and total fat 31 and 33% for males and females, respectively. Using the definition of the Third Report of the National Cholesterol Education Program Expert Panel on Detection, Evaluation, and Treatment of High Blood Cholesterol in Adults (Adult Treatment Panel III, ATP III), these Asian Indians did not appear to be at high risk for developing metabolic syndrome. However, using the newly proposed recommendations for Asian Indians, the results suggest that this group may be at risk for developing metabolic syndrome.

Design, Development, and Formative Evaluation of “Put Nutrition Into Practice” A Multimedia Nutrition Education Program for Adults

The purpose of this study was to design, develop, and formatively evaluate a computer-based multi-media nutrition education program for adults based on the Dick and Carey model of instructional design. The 4 phases of the study included analysis, design, development, and evaluation. Seventy-two volunteers from the US Air Force, aged 18 to 50 years, participated in focus groups, an E-mail survey, or a dietitian survey to establish the programs instructional goal of applying the principles of the Food Guide Pyramid to daily food choices. Objectives, assessment instruments, content, examples, and practice questions with feedback were written in the design phase. Four modules of instruction--Familiarization with Food Groups, Serving Sizes, Modifying a Menu, and Vitamins and Minerals--were programmed using Hyper-studio. Eighteen subjects aged 22 to 40 years, with at least a high school education and an average knowledge of nutrition volunteered to participate in 1 of 2 formative evaluation phases. All subjects completed a pretest, 2 posttests, 3 embedded tests, and an attitude questionnaire to ascertain program weaknesses. One module was deleted after phase 1 because the material lacked relevance to subjects. In phase 2, only 4 of 15 subjects could identify serving sizes in module 2 and only 6 of 15 subjects could do the same on posttest 1. Back buttons and review screens were added to modules 2 and 3 to facilitate identification of serving sizes. We conclude that dietetics professionals should use systematic models of instructional design, such as the Dick and Carey model, to design effective nutrition education programs for the public.

Effect of a Nutrition Education Program on NutritionRelated Knowledge of English-as-Second-Language Elementary School Students: A Pilot Study

Nutrition programs that target English-as-Second-Language (ESL) students can potentially improve their nutrition knowledge. This pilot study evaluated the effect of a Food Guide Pyramid (FGP) lesson on nutrition knowledge of ESL students (ages 9–12 years) in a refugee after-school program. A pre- and post-FGP lesson one group design was used. A 12-item knowledge questionnaire was administered to students (N = 15) and their opinions about the lesson were obtained. Overall FGP lesson mean knowledge scores did not increase significantly from pretest to posttest; however, scores that measured specific objectives on the ability to identify food groups and the number of servings for food groups increased, while scores on the ability to identify the importance of each food group for health decreased. Overall, students liked the nutrition lesson, described learning mainly about the FGP, and reported no confusing aspects. Findings suggest that nutrition education targeted to ESL students should emphasize foods versus nutrients and promote active learner involvement.

Recommendations for Nutrition Interventions with Overweight African-American Adolescents and Young Adults at the Atlanta Job Corps Center

Focus groups were used to gain insight into the nutrition-related attitudes and motivations of overweight African-American adolescents and young adults enrolled in the Atlanta Job Corps Center in preparation for designing an effective and culturally appropriate nutrition intervention for this population. Eighteen students and 18 staff members participated in six different focus groups. Focus group themes suggest that an intervention with this target group should address overeating, proper diet composition, emotional eating, long-term consequences of a poor diet, group work, and incentives. Limiting food portions, offering healthy, appealing food choices, and displaying nutritional content of foods in the cafeteria were also suggested. It was also suggested that the intervention should be ongoing and led by someone who is patient, supportive, and has overcome an overweight problem. An intervention based on these recommendations can be specifically tailored to this target group and, potentially, be effective in changing dietary behaviors and lifestyle.

Use of a Course Portfolio for Assessment of Teaching and Learning

Abstract Dietetic educators in university settings are under increased pressure to publish their scholarship and document their teaching effectiveness by linking instructional performance to student outcomes. A course portfolio, approached as an investigation, enables educators to organize selected details of their teaching effort and engage in a reflective analysis that leads to viable conclusions about instructional performance and student outcomes. Effective portfolios consist of an evidence-based narrative plus appendices which critically study selected information about teaching in areas such as philosophy, methodologies, materials, student ratings, peer reviews, and efforts to improve teaching. A successful portfolio also gathers and studies materials from oneself, materials from others and products of student learning. As more universities accept Ernest Boyers definition of scholarship, which includes the scholarship of teaching, course portfolios will enable educators to provide additional evidence of their teaching effectiveness while undergoing promotion, tenure and post-tenure review processes. This session will illustrate the development of a course portfolio and its use in the post-tenure review process.