目的:调查学生的商店购买行为,选择午餐盒物品和健康的饮食观念和态度,在一个有营养管制的塔克店的学校和一个传统的塔克店的学校。
方法:混合方法研究,包括横断面调查和焦点小组。
方法:布隆方丹,南非。
方法:从一所有营养调节的小吃店(学校A;n116)和一所有传统小吃店(学校B;n141)的学校中随机选择2至7年级的学生完成了关于感知的自我管理问卷,态度,购买行为和午餐盒内容。每所学校每年级(n72)有六名学生参加了焦点小组讨论,以进一步探讨与健康饮食有关的概念。
结果:在A学校,年龄较大的学生对他们的“健康”小吃店持否定态度,而年轻的学生更积极。B学校的学生对他们传统的塔克店持积极态度。在这两所学校,学生都希望他们的小店允许他们选择健康和不健康的物品。学校A学生大多买了荡妇,冰激凌和烤的萨穆萨,而B学校的学生大多买糖果和薯片。A级学生的午餐盒中健康物品明显增多(P<0·05),但不健康物品也明显增多。
结论:单一的干预措施,例如在小学开设有营养监管的小吃店,并不能全面改善健康的学校饮食环境。建议采取多管齐下的方法,必须在所有角色中建立意识,包括负责准备饭盒的家长。
OBJECTIVE: To investigate students\' tuck shop buying behaviour, choices of lunchbox items and healthy eating perceptions and attitudes at a school with a nutritionally regulated tuck shop and a school with a conventional tuck shop.
METHODS: Mixed-methods research comprising a cross-sectional survey and focus groups.
METHODS: Bloemfontein, South Africa.
METHODS: Randomly selected grade 2 to 7 students from a school with a nutritionally regulated tuck shop (school A; n 116) and a school with a conventional tuck shop (school B; n 141) completed a self-administered questionnaire about perceptions, attitudes, buying behaviours and lunchbox content. Six students per grade (n 72) in each school took part in focus group discussions to further explore concepts pertaining to healthy eating.
RESULTS: In school A, older students had a negative attitude towards their \'healthy\' tuck shop, while younger students were more positive. School B students were positive towards their conventional tuck shop. In both schools students wanted their tuck shop to allow them to choose from healthy and unhealthy items. School A students mostly bought slushies, iced lollies and baked samoosas, while school B students mostly bought sweets and crisps. The lunchboxes of school A students contained significantly (P<0·05) more healthy items but also significantly more unhealthy items.
CONCLUSIONS: A single intervention such as having a nutritionally regulated tuck shop at a primary school cannot advance the healthy school food environment in its totality. A multi-pronged approach is recommended and awareness must be created among all role players, including parents who are responsible for preparing lunchboxes.