October 11, National School Lunch Program (NSLP) Department of Agriculture 1400 Independence Avenue S.W. Washington, D.C.

Transcription

1 October 11, 2014 National School Lunch Program (NSLP) Department of Agriculture 1400 Independence Avenue S.W. Washington, D.C Dear National School Lunch Program Grant Committee, My peers and I are pleased to submit the enclosed proposal, Provo School District Nutrition Teaching Program, in regards to the School Nutrition Education Grant. We are requesting $264 to carry out a three month project (Sept-Nov 2014). As requested, you will find the enclosed proposal and an additional 5 copies of the proposal. Thank you for your time and consideration. Sincerely, Joy Phillips, Brianne Squires, Amber McArthur, Danielle Reschke Dietetic Students Brigham Young University Dept. of Nutrition, Dietetics & Food Science S229 Eyring Science Center Provo, UT Phone: joyphillips92@gmail.com

2 Project Title: Provo School District Nutrition Teaching Program Funds Requested: $264 Team Member s Names: Joy Phillips 361 N 700 E Provo, UT joyphillips92@gmail.com (208) Brianne Squires 737 E 750 N #8 Provo, UT briannesquires@gmail.com (469) Amber McArthur 701 N 500 W 209 Provo, UT ambmcarthur@gmail.com (661) Danielle Reschke 1720 N 606 W #113 Provo, UT, reschke.danielle@gmail.com Project Collaborator: Provo High School 1125 N University Ave Provo, UT Phone: (801)

3 Abstract The aim of the proposed project is to provide education about sports nutrition to high school students. The project will consist of three phases; (1) gathering information and creating a PowerPoint presentation (2) teaching the lesson to high school students, and (3) creating a bulletin board to put in the classroom to remind the students of the lesson taught. Four dietetics students will work together to complete all three phases of this project. In phase one, the dietetics students will research ChooseMyPlate, resistance and endurance training, and information about sports and energy drinks. The dietetic students will also create a lesson plan and a PowerPoint presentation to present this information. In phase two the dietetics students will present and discuss the lesson with Provo High School students and answer any additional questions. In phase three a bulletin board on protein sources and benefits of consuming protein during athletic performance will be created and placed in the classroom. The end goal of this project is to provide students with principles of good nutrition for endurance exercise and resistance training that can be applied in their personal lives. The total budget request for this project is $264 for the three and a half month project.

4 IV. Grant Narrative IV.a. Needs Statement Provo High School currently provides various food-related courses where different aspects of nutrition are taught. In an effort to decrease employee work load and improve students knowledge of sports nutrition, a 60-minute class on eating for athletic performance will be provided through this project. Topics to be covered in the class include ChooseMyPlate guidelines, nutrition recommendations for resistance and endurance training, and common conceptions of energy drinks and sports nutrition. The first subject covered in our presentation is a brief explanation ChooseMyPlate and its guidelines. It is important to have a balanced diet concurrent with the ChooseMyPlate recommendations. 1 The ChooseMyPlate website describes the five food groups in detail, listing food sources and serving sizes. The information provided on this website is important for high school students to know in building a foundation for a healthy diet. Once students are informed about these fundamental concepts it is also easier to branch to more advanced nutrition topics, which is the aim of this project. Educating students can instill health habits that can be applied currently and into their future lives. 2 In an effort to keep high school students healthy while being active, the second subject will focus on sports nutrition. Fueling for weight training and endurance is crucial for optimal performance in athletes. 3-6 Students are also encouraged to avoid drinks with excess sugar, carbonation, and caffeine as these can detract from athletic performance. 7-8 A discussion on the difference between drinks intended for athletic performance and energy drinks will be provided. If funded, this grant will be applied to teaching our lesson on sports-related nutrition topics for high school students. This funding will be used toward transportation, material supplies, and labor reimbursement.

5 IV.b. Project Goal(s) and Objectives IV. b. 1. Goal Educate high school students in Provo, Utah about healthy eating habits and patterns; specifically for athletic performance. The project objectives are: IV. b. 2. Long-term Outcome Objective Educate Provo High School health class about healthy eating patterns for athletes resulting in 80% of the class, within the school year, being able to implement a diet for specific athletic activity. IV. b.3. Short-term Impact Objective Students will demonstrate an increased knowledge in protein and carbohydrate needs for exercise by 10%, based on participation and on practice problems used as a post-assessment measure. Implementation/Process Objective 1.1 Create and administer practice problems to calculate protein and carbohydrate needs to assess knowledge of individual requirements. 1.2 Develop and teach lesson plan about sports nutrition and nutrients needed to enhance athletic performance. Lesson plan will include Choose My Plate review, strength training nutrition, endurance training nutrition, and information about supplements and enhancements. 1.3 Create bulletin board centered on protein food sources for athletes.

6 IV.c. Project Description and Methodology IV. c. 1. Project Overview Four students in Brigham Young University s Dietetics Program, will instruct a nutrition class related to sports nutrition, ChooseMyPlate, and common controversies in this field (refer to attached GAANT chart for timeline of the project). Initially one (60 minutes) education class will be taught with the goal of educating high school students in Provo, Utah about healthy eating habits and patterns for athletic performance; also reviewing ChooseMyPlate guidelines as a general recommendation. Dietetics students will prepare teaching materials to encourage increased understanding of eating for weight training and endurance. Dietetic students will have a role in teaching high school students based on knowledge received from various nutritionrelated courses at Brigham Young University. Based on high-school teacher recommendations, topics of interest include: Nutrition for weight lifting and resistance training Nutrition for endurance athletes Common misconceptions about caffeine and athletic performance For an example of the lesson taught, please see the attached nutrition education plan. IV. c. 2. Bulletin Board Design This project will include a bulletin board created by the dietetic students, in order to illustrate protein specific guidelines and recommendations and how they relate to athletes in today s culture. Students divided up cost and resources for bulletin board development and agreed to make the bulletin board themselves for a decreased cost. Students will collaborate ideas to ensure proper education is presented.

7 IV. d. Evaluation Plan This project will include process and impact/outcome evaluations to determine if the goals and objectives of the project were reached, as described below and in the attached Logic Model. IV. d. 1. Process Evaluation During the sports nutrition presentation, student participation and ability to calculate protein and carbohydrate needs during athletic performance will be tracked. This will be accomplished through giving out candy to those who participated and administering practice problems to students to evaluate their understanding of calculating protein and carbohydrate needs. IV. d. 2. Impact/Outcome Evaluation Students in Provo High School cooking class were given practice problems to evaluate their ability and understanding of how to calculate protein and carbohydrate needs. IV. e. Sustainability The sports nutrition lecture PowerPoint lectures will be given to the teacher, so she can use the information taught in the presentation on quizzes, tests, and future classes. A bulletin board with protein information for athletes will also be posted in the teacher s classroom which can remain there for the rest of the school year and into following school years.

8 V. Budget V. a. Itemized Budget DIRECT COSTS A. Salaries and Wages 1. Senior Personnel a. 4 undergraduate students: dietetics $ Total Salaries and Wages $160 B. Equipment $0 C. Materials and Supplies $50 D. Travel $10 E. Total Direct Costs (Items B to E) $220 INDIRECT COSTS (20% of direct costs) $44 TOTAL COST $264

9 V. b. Budget Narrative DIRECT COSTS A. Salaries and Wages 1. Senior Personnel a. 4 undergraduate students: dietetics: $160=4 $20 per hour x 2 hours. Students will prepare presentation and teach presentation about sports nutrition. B. Total Salaries and Wages: $160 C. Equipment: $0 D. Materials and Supplies 1. Jolly Rancher candy to give to students: $4 2. Paper, ink, poster-board for bulletin board: $46 E. Travel: $10 Towards gas and expenses for each student to drive to the store and purchase supplies. F. Total Direct Costs Total Costs for B through E above equal $220. INDIRECT COSTS Indirect Costs equal $44 (20% of total direct costs) TOTAL COSTS Total Direct and Indirect Costs equal $264 ($220+$44)

10 VI. References 1. United States Department of Agriculture. Welcome to the five food groups. Available at: Accessed 11/11/ United States Department of Health and Human Services. Healthy People Available at: Accessed 11/11/ Academy of Nutrition and Dietetics. Eat right for resistance training. Available at: Accessed 11/11/ Academy of Nutrition and Dietetics. Protein and the athlete How much do you need?. Available at: Accessed 11/11/ Academy of Nutrition and Dietetics. Tips for fueling your workout without over doing it. Available at: Accessed 11/11/ Spriet LL. Nutrition for training and performance. Sports Med. 2014;44(Suppl 2): Brink-Elfegoun T, et al. Effects of sports drinks on the maintenance of physical performance during 3 tennis matches: a randomized controlled study. J Int Society of Sports Nutr. 2014, 11: Zytnick D, et al. Knowledge of sugar content of sports drink is not associated with sports drink consumption. Am J Health Promot. 2014[Epub ahead of print].

11 PROVO HIGH SCHOOL LESSON PLAN Target Audience: Provo High School cooking class students Community Agency: Provo School District Terminal Objective Students will be able to explain principles of good nutrition for endurance exercise. Students will be able to identify advantages and disadvantages of taking caffeine and using energy drinks to improve athletic performance. Terminal Concept Students will explain and understand healthy nutrition practices for strength training, as well as endurances activities. They will also learn about supplements and performance enhancers. References Dr. Hancock slides from Sports Nutrition Class. Nutrition Care Manual about nutrition for athletic performance. Preparation Bring slides presentation and candy to motivate participation Pre-assessment Ask students what they know about sports nutrition. Ask them who is an athlete and what they have heard about things that help athletic performance Introduction Introduce each team member and what their credentials are. Explain that you are here to teach the class about how nutrition affects endurance and strength training. Tell them you will teach them about energy drinks and how they affect athletic performance.

12 Supporting Objectives Content Outline Time Learning Experiences Students will be able to state food sources and serving sizes of each food group according to ChooseMyPlate standards. Food Sources & Serving sizes: o Fruits- 1 c of fresh, canned, or 100% fruit juice. o Vegetables- 1 c of fresh, cooked, or canned vegetables. 1 c of 100% vegetable juice. 2 c of leafy, green vegetables. o Protein- 1 oz of meat, fish or poultry. ¼ c. legumes. 1 egg. ½ oz of nuts or seeds. 1 TB peanut butter. o Grains- 1 slice of bread, 1 oz pasta or rice. ½ c. cooked rice, pasta, or cereal. 1 c ready-to-eat cereal. 3 c popped popcorn. o Dairy-1 c milk or yogurt. 1.5 oz of natural cheese. 2 oz processed cheese 15 mins Show slides on ChooseMyPlate. Ask students: What do you already know about ChooseMyPlate? What have you learned about food groups, sources, and serving sizes? Students will be able to identify protein sources and know how to calculate their protein needs. They will be able to know what foods to Animal protein is higher quality protein because of the complete amino acids within the animal protein. Athletes can get sufficient protein from 0.8 g/kg but in current practice, g/kg is used for strength and power athletes. Having 15 mins Show slides including information from Dr. Hancock (permission granted) and other research about protein requirements, higher quality protein and what to eat after a workout. Give out practice problems, as described on the slides,

13 eat after strength work outs. adequate protein after a workout helps to rebuild muscles. where students calculate their individual protein needs for future reference. By eating a well-balanced meal that follows the ChooseMyPlate recommendations, individuals should be able to get all of the protein they need for an active lifestyle. Students will be able to describe what endurance exercise is and how to properly eat before, during, and after activity Endurance activity is any prolonged activity that keeps the heart rate elevated for an extended period of time. To prepare for a long endurance activity, it is appropriate to eat a small meal 3-4 hours before exercise or a snack minutes before. Activity longer than hours may require food while exercising, as well as water or a sports drink. After exercise it is important to eat a snack within 30 min or a meal within 2 hours. 15 mins Show slides including information from Dr. Hancock about endurance exercise nutrient needs. Give students practice problems where they calculate how many carbohydrates they need for endurance exercise. For students that live an active lifestyle, but do not engage in long endurance activity, it is necessary to receive adequate amounts of carbohydrates in their diets. This can be achieved through following ChooseMyPlate s recommendations. Include info about what meals should be made up of

14 Low fat: fat takes longer to digest than carbohydrates and can cause bowel problems Low protein: protein takes longer to digest than carbohydrates and can make you feel sluggish High carb: is most efficient and quick source of energy for your cells Students will assist in developing a sample menu for pre-, during, and post- endurance exercise meals. Will provide pictures of various foods that are good for endurance exercise and that aren t good for endurance exercise. Students can then put together a menu using correct foods. Students will be able to identify advantages and disadvantages of taking caffeine during athletic performance Caffeine has been shown to improve athletic performance. However it s also been shown to increase insomnia and anxiety after the event is over. Caffeine amounts affect people in different ways. One dose may be enough for a specific athlete, but another athlete may need a higher dosage to get the same effect. 15 mins Show slides that include information from scientific studies, pictures of advertisements of energy drinks and other caffeine supplemented drinks. Show short video clip about energy drinks and their caffeine amounts. If you take caffeine often, you will build up a tolerance to it and it will not have the same effects as it will on someone who doesn t take caffeine very often. Sports drinks nutrients of importance

15 Students will be able to explain the differences between an energy drink and a sports drink. include water for rehydration, carbohydrates to replenish stores, and electrolytes. When exercising, water and electrolytes are lost via sweat. It is important to replenish these stores for optimal performance and health. Individuals who exercise more and are trained for high energy activities may need to replenish more than a person who is untrained. Sports drinks are useful in highintensity activities that last longer than 60 minutes. 15 mins Compare nutrition labels from a sports drink, such as Gatorade and an energy drink. Identify the differences and which one will be better for exercise. Ask students: Identify the differences between the two products and which one will be better for exercise? Energy drinks are not recommended for anyone. Assessment Examples were given by instructors of how to correctly calculate individual protein and carbohydrate needs. Practice problems for calculating individual protein and carbohydrate needs were then given to students throughout the presentation. Closure: Thank you for participating in our lesson today. Are there any question about sports nutrition or any topics we have discussed that are unclear or you would like further clarification on? We challenge you to become active or to stay active and to use the principles we discussed today to have a healthy diet while being an athlete.

16 Time and Activity (GAANT) Chart Online WIC Nutrition Education Courses Sept-Oct 2014 Task Sept 8-12 Sept 15-19Sept 22-26Sept 29-OcOct 6-10 Oct Oct Oct Nov 3-7 Nov Nov Nov Dec 1-5 Dec 8-11 Completed 1 Contact Provo School District Representatvie x 9/16/ Contact Provo High School Prinicpal and teacher x 9/17/ Choose a Topic to Present on x 10/1/ Complete Research on Sports Nutrition x 10/1-5/ Wrote Goals and Objectives x 10/1/ Meet with Dr. Richards about Goal and Objectives x 10/1/ Write Lesson Plan x 10/6/ Prepare Slideshow x 10/6/ Teach at Provo High x 10/7/ Create Bulletin Board 11 Project Description and Budget 12 Evaluate Plan and Sustainability 13 Transmittal Letter, Title, Abstract, Needs Statement and Reference 14 Present Project to NDFS 400 Class

17 Logic Model: Provo High School Goal(s): Educate high school students in Provo, Utah about healthy eating habits and patterns; specifically for athletic performance. Time Money Inputs Materials for lesson plan Supplies for bulletin board Dietetic Students Candy Outputs (Implementation/Process Obj.) Activities 1.1 Create and administer four practice problems to calculate protein and carbohydrate needs to assess knowledge of individual requirements by the end of the one hour class. 1.2 Develop and teach one lesson plan about sports nutrition and nutrients needed to enhance athletic performance by October Create one bulletin board centered on protein food sources for athletes by October 24. Participants: Students at Provo High School s cooking class. Impact Outcome Short/Medium-TermObjectives 90 % of students will correctly calculate protein and carbohydrate needs for exercise. This will be measured by participation in practice problems used as a post-assessment measure. Long-term Objectives Educate Provo High School health class about healthy eating patterns for athletes resulting in 80% of the class, within the school year, being able to implement a diet for specific athletic activity. Assumptions: That students will be interested in the topic and will participate. That students have a basic knowledge of ChooseMyPlate. That there are athletes in the class. That eating ChooseMyPlate will be beneficial for athletes. External Factors: Distractions during class, pre-existing beliefs that students have about nutrition and athletic performance, teacher s influence on student s learning. Evaluation Plan Process evaluation: 1.1 Four practice problems created, 90% of students who participated in activity. 1.2 One lesson plan created; one lesson taught; 32 students attending. 1.3 One bulletin board created. Impact/Outcome (or summative) evaluation: (Impact) Practice problems to evaluate their ability and accuracy in calculating protein and carbohydrate needs for exercise. (Outcome) A follow up survey will be administered to determine if 80% of class implemented a diet for specific athletic activity.

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