Many schools are developing intervention programs to combat childhood obesity. Such programs tend to focus on either dietary intake or physical activity. Related research indicates that such programs have had limited success. This study was based on the understanding that school-based programs might be more effective in preventing children from becoming overweight if they focus on both diet and physical activity, rather than just one or the other.
Two classes of children in a London public primary school participated in a pilot study assessing the feasibility of a gardening intervention program combined with awareness about plant-based meals. One class participated as an intervention; the other as a control group. The intervention was conducted over a five-month period and consisted of weekly gardening activities, classroom instruction about gardening and plant-based healthy diets, and the provision of plant-based meals once a week. Before and after the five-month intervention period, both groups of children completed questionnaires about their fruit and vegetable intake and attitudes to and preferences in eating fruits and vegetables. Both groups of children also wore accelerometers at designated times before and after the intervention period to collect information about their levels of physical activity. Researchers collected additional data after the intervention period by conducting three focus groups with children in the treatment group.
There were no significant differences between the treatment and control groups in terms of age and sex. Assessments prior to intervention, however, found significant differences between the two groups in sedentary behavior (SB) during school hours and daily fruit consumption. At baseline (prior to intervention), the treatment group engaged in more SB, and the control group engaged in more light physical activity and had higher daily fruit consumption. After intervention, the difference between the two groups in SB was not significant. This finding indicates that the treatment group made some (although not significant) progress in reducing SB over the five-month period. While pre-post assessments showed no significant changes resulting from the intervention, there were some positive trends in several areas for the treatment group, including (a) fruit consumption, (b) knowledge of nutrition and plant science, and (c) physical activity levels. While the treatment group showed a reduction in SB and an increase in moderate to vigorous physical activity (MVPA), the control group showed an increase in SB and a decrease in MVPA. Group discussion results -- in addition to supporting improvements in healthy eating and physical activity -- also identified improved sociality as a treatment outcome. Children in the focus groups indicated that participation in the gardening program helped them get to know each other better and make new friends.
While results of this study are inconclusive, this research provides some evidence to support the idea that school-based interventions involving gardening and classroom instruction may increase children's physical activity and improve their attitudes to eating fruits and vegetables. The potential of school-based gardening programs for improving children's health warrants further research.
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