HATTIESBURG HPE Steps 4/5: Management System

Budget

Healthy Living for High Performance Health Promotion and Education Budget Expenses Amount -----------------------------------Salaries and Wages Educator 1: $50/hr for 1 $450 hour of education plus 8 hours prep Educator 2: Same as $450 above Educator 3: Same as $450 above Educator 4: Same as $450 above -----------------------------------Equipment and Supplies Paper ($5.98/500 sheets) $5.98 Black Printing Ink $115.92 ($14.49*4 cartridges) Color Printing Ink $107.96 (26.99*4 cartridges) Cups ($2.58/80) $2.58 Poster Board ($1.50/1) $1.50 Baskets $10.00 Food models $500.00 Food items $30.00 Pens $10.00 Prizes (trail-mix) $10.00 White Board $15.00 Markers $5.98 --------------------------------------Travel Approximate total gas $640.00 cost for 4 educators x 40 miles x 4 sessions x approximately $1/mile for gas and travel time Total Expenses $3254.92
Each educator will be paid $50 per hour for one hour of education and eight hours of preparation time. Paper and ink will be needed to print the flyers, evaluations, and handouts for all education sessions. Cups will be used in the Hydration 101 education session to show the students how

Budget justificationfor each item in the budget, complete a narrative explaining the rationale for the item(s)

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much water is needed each day. Paper, black and color ink, and poster

board will be used in the Dangers about Eating Disorders education session to show the students images of different eating disorders and to bring more awareness. Baskets, food models, and food items will be used for demonstration and games in the Smart Eating and Fueling Up on a Busy Schedule sessions. Pens will be needed for activities and pre-/post-tests and evaluations. Trail-mix will be given as a prize at the completion of the Fueling Up on a Busy Schedule session. A white board and markers will be used at the Smart Eating session. Lastly, travel expenses will include gas cost to and from sessions for each educator. If awarded a grant, funds will be set aside to present a research poster at the annual Food and Nutrition Conference and Expo. Also, the remaining funds from the grant would be utilized to award those successfully completing the program with a gift certificate to Whole Foods, water bottles, a lunchbox, skincare products, and a spa giftcard. These prizes would help the participants, who are busy college students, be able to more easily adopt the behavior changes empasized in this program. Potential funding sources write a summary of the type of funding that is required to achieve the goals and objectives of your project Walgreens aims to help the connection between strong communities and good businesses in order to increase the quality of life in the communities in which Walgreens serves. Walgreens offers opportunities for organizations to receive funding who focus on improving access to health and wellness in their community along with other focus areas. The major focus of Walgreens funding goes to programs that focus on health and the health needs of patients who use Walgreens Pharmacies (Walgreens Contributions Guidelines, nd). In 2012, General Mills provided $6,591,936 as grants related to hunger and nutrition wellness, and in 2013, General Mills distributed foundation grants that totaled more than $27.6 million. General Mills

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provides funding for communities to support hunger and nutrition wellness related initiatives as well as education programs (General Mills Foundation, nd). CSX Corporation is a transportation supplier who has a major market in Mississippi along the Mississippi River. Because they reach a market in Mississippi, they provide funding support for four focus areas: safety, environment, wellness, and community. A wellness grant from CSX could be used to implement the current community program. The grants awarded range from $250 to $50,000 each year. Grants do not have a deadline but can only be applied for once each year (Our Giving Process, nd). PepsiCo is a funding source that provides a single $5,000 grant awarded to encourage and recognize approaches to promote healthy living through nutrition and physical activity. This healthy promotion community program targets young dancers to live a healthy lifestyle through proper nutrition and physical activity; therefore, this potential funding source would be a great option. The LuLu G. Graves Nutrition Education Award is a $500 award granted to groups volunteering to provide nutrition education sessions. Since this is a grant for volunteers it would not provide enough money for the educators but would provide money for education session materials (The Academy of Nutriiton and Dietetics, 2014) Walmart has a State Giving Program that provides $25,000 to $250,000 for organizations that create opportunities for community members to live a healthier and better lifestyle. Walmarts focus is on reducing food insecurity but also on educating community members on how to choose healthy foods and live a healthy lifestyle (State Giving Guidelines, nd).

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Grant application/description The grant application for the PepsiCo Healthy Lifestyle

Innovation Research Grant is below. The award is a single grant of $5000 that is provided to recognize and encourage innovative approaches to promote healthy living through nutrition and physical activity. Academy of Nutrition and Dietetics Members, including registered dietitians and dietetic students, are eligible to apply. The applications are judged on innovation, likelihood of success, evaluation plan, and the ability to replicate the project. Half the grant will be awarded upfront, and the other half will be awarded after a mid-term report. Research must be completed within one year.

Grant Application

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PepsiCo Healthy Lifestyle Innovation Research Grant

A single grant of $5,000 will be awarded to recognize and encourage innovative approaches to promote healthy living through nutrition and physical activity. Any Academy member who is also a Registered Dietitian (RD) or dietetics student is eligible to apply. Projects must focus on the topic of breakfast; why people dont eat breakfast, and how to increase the number of people who do eat breakfast. Focus on families with children, and strive to change and sustain behavior in an innovative way. Applications must include a clearly stated and testable hypothesis. Selection Criteria Applications will be judged based on innovation (25%), likelihood of success (25%), evaluation plan (25%) and whether or not the project is replicable (25%). Grant recipient requirements: Fifty percent ($2,500) of the grant will be awarded upfront to the recipient or the partnering organization, and the remaining 50% will be awarded only after a mid-term report has been returned to the Academy Foundation. A final report will be due 12 months from the initiation of the study. All research must be completed within one year. The grant recipient must submit a scientific paper for presentation consideration at a professional meeting and/or for publication consideration to a refereed journal or submit a poster for presentation at the Food & Nutrition Conference & Expo (FNCE). Recipients are also encouraged to submit their findings for an educational session at FNCE. Application Submission Instructions Applications must be submitted electronically to adonatell@eatright.org Use the attached application form; note that boxes will expand to accommodate your written responses. A resume or CV of the principal investigator should be attached. At least one letter of support should be included. The complete application, including letters of support and CV or resume, should not exceed 10 pages.

Questions may be directed to Amy Donatell at 800/877-1600, ext. 4767 or adonatell@eatright.org.

Academy Foundation PepsiCo Healthy Lifestyle Innovation Research Grant

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Applicant Information
Moss Price
Name of Principal Investigator

RD
Credentials

123456789
Academy Member #

N/A
Dietetic Practice Group Memberships

Forrest General Hospital

Employer

Clinical Dietitian
Title/position

1234
Address

601-123-4567
Phone

bryantewoldt@gmail.com
E-mail

Bryant Ewoldt
Name of Co-Investigator (if applicable)

RD
Credentials

222222222
Academy Member #

N/A
Dietetic Practice Group Memberships

54321
Address

601-987-6543
Phone

mossprice@gmail.com
E-mail

Academy Foundation PepsiCo Healthy Lifestyle Innovation Research Grant

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Executive Summary
250-300 word limit.

Healthy Living for High Performance is a program that provides education and promotes health to college athletes. The participants for the pilot program will be The University of Southern Mississippis Dixie Darlings Dance Team. The program consists of four education sessions tailored especially to the Dixie Darlings that will increase the teams knowledge about healthy lifestyles for college athletes. Education sessions include basic nutrition for female college dancers, proper hydration, eating a balanced diet on a busy schedule, and healthy lifestyle strategies, including skin care, stress management, and how to avoid disordered eating patterns. The program can be reproduced for a variety of different athletic groups.

Hypothesis
Must be clearly stated and testable.

At the end of the program, participants will demonstrate knowledge of basic nutrition by identifying macronutrients and sources. In addition, 80% of participants will be able to state the amount of water needed to stay hydrated on a practice day and a game day, and participants will drink an adequate amount of water each day based on self reported intake. Also, 80% of participants will be able to plan out a day of quick, nutrient-dense meals and snacks for a busy school day or game day, and participants will report consumption of nutrient-dense meals and snacks for a busy school day or game day. Lastly, 80% of participants will list one way in which they can personally manage stress, will be able to list one way to provide proper skin care, will understand the dangers of disordered eating patterns, and will be able to identify at least one way to avoid disordered eating patterns. Target Audience
Include number of participants, race, gender and age.

The target audience includes approximately 15-20 Caucasian and African American female members of The Univeristy of Southern Mississippi Dixie Darlings Dance Team.

Rationale for Program & Target Audience

Include poverty level and prevalence of obesity.

The program participants belong to lower, middle, and upper social classes and reside in Southern Mississippi, which at 34.9% is considered the most obese state in the nation according to the CDC. In addition to residing in the most obese state in the nation, the athletic group has other nutritional concerns as well. Current literature shows that college athletes, specifically dancers, have increased nutrition related needs, including calorie and protein needs as well as education needs on how to ensure a healthy lifestyle. Dancers are also at risk for disordered eating behaviors, decreased bone density, low body mass, and amenorrhea. Research suggests that nutrition education interventions are beneficial in this population, thus the rationale for this program is to improve the .

Program Setting
Detail where your program will be delivered.

The program will be delivered in a classroom prior to Dixie Darling practice at the Payne Center on The Academy Foundation PepsiCo Healthy Lifestyle Innovation Research Grant

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University of Southern Mississippi campus.

Goals and Objectives

Should be measurable in nature.

Goal 1: Increase knowledge and improve intake of proper nutrition among the Dixie Darlings. Objectives: -At the end of the session, 80% of participants will demonstrate knowledge of basic nutrition by identifying macronutrients and which foods are good sources. -At the end of the session, 90% of participants will state one personal goal for improving dietary intake. Goal 2: Increase knowledge of how to stay adequately hydrated on regular and game days among the Dixie Darlings. Objectives: -At the end of the session, 80% of participants will be able to state the amount of water needed to stay hydrated on a practice day and a game day. -By the next session, 80% of participants will be drinking an adequate amount of water each day based on self reported intake. Goal 3: Increase knowledge and intake of nutrient-dense snacks and quick meals for a busy schedule in order to increase kcal intake among the Dixie Darlings. Objectives: -At the end of the session, 80% of participants will be able to plan out a day of quick, nutrientdense meals and snacks for a busy school day or game day. -At the end of the session, 80% of participants will report consumption of nutrient-dense meals and snacks for a busy school day or game day. Goal 4: Increase knowledge and behavior changes of healthy lifestyle strategies including stress management, skin care, and how to avoid disordered eating patterns among the Dixie Darlings. Objectives: -At the end of the session, 80% of participants can list one way in which they can personally manage stress. -At the end of the session, 80% of participants will be able to list one way to provide proper skin care. -At the end of the session, 80% of participants will understand the dangers of disordered eating patterns and will be able to identify at least one way to avoid disordered eating patterns.

Program Content and Structure The overall program is titled, Healthy Living for High Performance. The program will be split into four education sessions. The lesson plans are titled Smart Eating, Hydration 101, Fueling Up on a Busy Schedule, and Skin Care, Stress Management, and Eating Disorders. Each session will be approximately 10-15 minutes in length. In session one, students will be divided into 3 groups. The presenter will write carbohydrate, protein, and Academy Foundation PepsiCo Healthy Lifestyle Innovation Research Grant

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fat on a white board as headings. Each group will be given a different colored marker. Each marker will represent a fat, protein, or carbohydrate. The presenter will announce several healthy food options of each macronutrient for the participants. Brown rice, sweet potato, wheat bread, banana, and green beans will be written under the carbohydrate heading. Avocado, olive oil, and peanut butter will be written under the fat heading. Fish, chicken, turkey, lean beef will be written under the protein heading. The participants will be asked, What are some healthy carbohydrates, protein, and fats that you can incorporate into your diet? After session one, the participants will be able to identify macronutrients and which foods are good sources. The participants will state one personal goal for improving dietary intake. In session two, groups of cups will be placed in the front of the room. One will contain 8 cups, one with 12 cups, and one with 14 cups. The participants will be asked, If these cups were filled with water, which group would be adequate for a days intake on a game day? They will also be asked, Which one would be adequate for a days intake on a nongame day? The correct answer for question one is 14 cups. The correct answer for question two is 12 cups. In addition, discussion will be led to ask the question, What are some ways to make sure you have enough water or drinks available for when you are thirsty on game and nongame days? After the session, the participants will be able list the amount of water needed to stay hydrated on game and nongame days. The participants will be able to list 3 benefits of staying hydrated. The participants will intake the adequate amounts of water each day by the next session. In session three, the importance of properly fueling for athletic performance and tips on how to plan meals for a busy schedule will be quickly discussed. Questions will be asked to encourage group participation, such as Do you ever feel that you dont perform as well when you have not eaten well during game days? and What are some ideas that you all have for making sure you fuel your body properly on busy days? The participants will then be divided into two teams to play the Meal Planning in a Hurry game. Each group will have a basket food items, including fruit, snack bars, peanut butter, nuts, etc. The teams will race to plan three nutrient-dense snack/meal options for a busy game day or school day. The team that finishes first will win a prize. After the game, the participants will be asked to list three nutrient-dense meal/snack options for a busy school day or game day. The participants will also be asked to keep a log of the food and beverages they consume on at least one busy school day or game day, which will be turned in at the following session. After the session, the participants will be able to list three quick, nutrient-dense meal and snack options for a busy school day or game day after the session. The participants will report consumption of nutrient-dense meals and snacks for a busy school day or game day by the next session as evidenced by a food journal. In session four, different skin care products and SPF ranges will be discussed. The participants will be placed into two groups and given a packet of different skin care product/SPF range pictures. Both groups will have to divide the skin care products into the correct categories of normal, oily, combination, and SPF range. The first group to place all the pictures into the correct category is the declared winning team. The purpose of this activity is to expose the participants to different skin care products available and increase awareness of skin care. After the session, the participants will be able to list one way to personally manage stress. The participants will be able to list one way to apply proper skin care. The participants will be able to list a danger of disordered eating, and one way to prevent an eating disorder.

Innovation
List elements that make your program unique and innovative.

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"Healthy Living for High Performace" is unique because it is specifically for improving the health and performance of college athletes. Although the first group of participants is the Dixie Darlings, the program can be duplicated for other athletic groups, including high school athletes and athletes from various sports. To our knowledge, no other program such as this one has been implemented at The University of Southern Mississippi.

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Evaluation Plan
How will you measure the behavioral objectives outlined for your program?

Behavioral objectives will be measured using pre- and post-tests, hydration logs, and food journals.

Sustainability of Program
How could this program be replicated?

This program could be easily replicated by using the education session materials for other athletic groups. The program is not gender-specific and contains general information that will be valuable for all athletes.

Time Line and Division of Responsibility The program will take place the month of February 2014. Marketing and enrollement will begin in January. The sessions will begin the first week of February. The program will be evaluated after the last session. The planning of sessions and evaluation of sessions will be divided between the four registered dietitians that have planned the program.

Budget
Provide a budget estimate ($5,000) for the program. Costs for presenting a poster session at FNCE may be included, but are limited to $500. No overhead costs will be covered.

Type of Expenses Personnel Supplies

Amount $424.96 $844.92

Reason for Expense The median pay for dietitians is $26.54/hr for 4 hours according to the bureau of labor statistics. Supplies will include paper, ink cartridges, and supplies for the sessions outlined above, including food models, food items, pens, paper, cups, poster boards, markers, white board, prizes, and baskets. Equipment will be supplied at the facility. Approximately 40 miles round-trip will be traveled per educator for each session, which will cost approximately $85.33 total for gas (approximately $0.53/mile). Costs for presenting a poster session at FNCE. The remaining funds from the grant would be utilized to award those successfully completing the program with a gift certificate to Whole Foods, water bottles, a lunchbox, skincare products, and a spa giftcard. These prizes would help the participants, who are busy college students, be able to more easily adopt the behavior changes empasized in this program.

Equipment Travel

------------$85.33

Other FNCE Gift Certificates Gym Membership

$3644.79

By signing below I agree that if I am a grant recipient, I may be interviewed and my proposed program may be featured and/or used for any publicity efforts by the Academy of Nutrition and Academy Foundation PepsiCo Healthy Lifestyle Innovation Research Grant

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Dietetics Foundation. If I am a grant recipient, I agree to submit my findings to the Journal of the Academy of Nutrition and Dietetics or submit application to present a poster session at FNCE and to submit a final report to the Academy Foundation. In addition, by signing below, I verify that all the information in this proposal is accurate and truthful. By submitting this proposal, I agree to abide by the determination of the Selection Committee, which will be final and binding. Moss Price Name of Principal Investigator December 25, 2013 Date

Award Check Payment Form

I, Moss Price, the applicant for the Research Award provided by the Academy of Nutrition and Dietetics Foundation and funded by the Academy Foundation PepsiCo Healthy Lifestyle Innovation Research Grant , and the principal investigator for the research authorized thereunder, hereby stipulate to the payment of the award in the amount of $5,000 ($2,500 initially and $2,500 after a satisfactory final report) as follows (check one):

To the principal investigator, who will be responsible to use the funds according to the terms and conditions of the award, and is responsible for all applicable taxes. *Be advised that awards to individuals are considered taxable income. To the affiliated institution or organization listed below, in whose name the application was made. This organization will be responsible to use the funds to support the research efforts of the principal investigator, in accordance with the terms and conditions of the award. This organization will also be responsible for any applicable taxes. No amount of this award may be used for overhead cost charged by the intuition or organization.

Institution name FEIN # Contact person Title Address: (where check will be sent) Phone Academy Foundation PepsiCo Healthy Lifestyle Innovation Research Grant

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E-mail Website I, the undersigned, accept, as to any grant awarded, the obligation to comply with these representations and the terms and conditions in effect at the time of the award. Moss Price Signature of Check Recipient December 25, 2013 Date

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The Academy of Nutriton and Dietetics. (2014). Program development awards. Retrieved 14 February 2014, from http://www.eatright.org/Foundation/content.aspx?id=10798 General mills foundation. (n.d.) General Mills. Retrieved February 14, 2014, from http://www.generalmills.com/en/Responsibility/community_engagement/general_ mills_foundation_2010.aspx Our giving process. (n.d.) CXS Beyond Our Rails. Retrieved February 14, 2014, from http://www.beyondourrails.org/community/givinggateway. Walgreens contribution guidelines. (n.d.) Walgreens. Retrieved February 14, 2014, from http://www.walgreens.com/topic/about/community/companyguidelines.jsp State giving guidelines. (n.d.) Walmart. Retrieved February 18, 2014, from http://foundation.walmart.com/apply-for-grants/state-giving-guidelines

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Step 6: Implement the Intervention Content Area Course/Session Titles Proposed Intervention Healthy Living for High Performance o Dangers of Disordered Eating o Hydration 101 o Smart Eating o Fueling Up on a Busy Schedule 2/9/14- Dangers of Disordered Eating and Hydration 101 3/23/14- Smart Eating and Fueling Up on a Busy Schedule o During Dangers of Disordered Eating session a poster board will be in front of the audience with two pictures of women and a description of an eating disorder will be underneath the picture. The descriptions will be of bulimia nervosa and anorexia nervosa. After the Dixie Darlings have had a chance to see the photos and read the descriptions, they will be asked if they know or are able to guess which eat disorders were described. o Hydration 101: During session two, Groups of cups will be placed in the front of the room. One will contain 8 cups, one with 12 cups, and one with 14 cups. The participants will be asked, If these cups were filled Actual Intervention Healthy Living for High Performance o Dangers of Disordered Eating o Hydration 101 o Smart Eating o Fueling Up on a Busy Schedule 2/9/14- Dangers of Disordered Eating and Hydration 101 3/23/14-Smart Eating and Fueling Up on a Busy Schedule o The actual intervention for Dangers of Disordered Eating included four dancers and the dancing coach. The poster board was presented in front of the audience with a description of two major eating disorders, anorexia and bulimia. There were four photographs of each of the two eating disorders. After reading the descriptions, the dancers were asked to name the eating disorder described. o Hydration 101: The actual intervention for Hydration 101 included four dancers and the teams coach. Instead of setting up all of the cups on the floor as there were no tables available, one cup was used to ask the participants, If this cup

Proposed date(s) and timeframe for implementation of the intervention

Proposed activities

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16 with water, which group was filled with water, how would be adequate for a many of them do you days intake on a game think you need in one day day? They will also be in order to stay hydrated? asked, Which one would The answers were the be adequate for a days same as the first activity. intake on a nongame Discussion was also led as day? The correct answer described. for question one is 14 o Fifteen dancers and their cups. The correct answer coach were present for the for question two is 12 Fueling Up on a Busy cups. In addition, Schedule session. The discussion will be led to session took place at a ask the question, What dance studio following the are some ways to make Smart Eating session on sure you have enough March 23, 2014 instead of water or drinks available at the Payne Center on for when you are thirsty February 23, 2014 as on game and nongame originally planned. The days?. activities included a quick o During Fueling Up on a group discussion of Busy Schedule, the struggles of eating on a importance of properly busy schedule. Also, fueling for athletic nutrient-dense foods were performance and tips on displayed on a table and how to plan meals for a were discussed. The busy schedule will be discussion included what discussed. Questions will macronutrients each food be asked to encourage provides, the benefits of group participation, such the food (ie. energy and as Do you ever feel that muscle building) as well you dont perform as well as how the foods can be when you have not eaten used in simple breakfast, well during game days? lunch, dinner, and snack and What are some ideas ideas. The actual foods that you all have for used included fruits, nuts, making sure you fuel peanut butter, oatmeal, your body properly on yogurt, beans, tuna, busy days? After a protein powder, granola discussion of tips for bars, seeds, and whole eating nutrient-dense grain bread. Suggestions foods on a busy schedule, for eating on a busy the participants will then schedule were discussed, be divided into two teams including packing a lunch to play the Meal the night before, choosing Planning in a Hurry quick options, and finding

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17 game. Each group will nutrient dense foods for have a basket food items, the dorm room. After the including fruit, snack discussion, the bars, peanut butter, nuts, participants asked etc. The teams will race questions. Due to time to plan three nutrientconstraints, the game dense snack/meal options activity was changed. for a busy game day or During the actual session, school day. The team two volunteers raced to that finishes first will win prepare a sandwich, which a prize. took about 20 seconds. o Students will be divided This was used as an into 3 groups. The example to show the presenter will write participants that nutrient carbohydrate, protein, and dense meals do not have fat on a white board as to take a long time to headings. Each group will prepare. be given a different o The intervention for Smart colored marker. Each Eating included fifteen marker will represent a Dixie Darling dancers and fat, protein, or their coach. During Smart carbohydrate. The Eating, three poster boards presenter will announce were taped to the wall several healthy food with the headings options of each Carbohydrate, Fats, macronutrient for the and Protein to represent participants. Brown rice, macronutrients. Three sweet potato, wheat volunteers each choose bread, banana, and green one macronutrient and beans will be written wrote in healthy sources under the carbohydrate of each that they could heading. Avocado, olive include in their diet. The oil, and peanut butter will audience was allowed to be written under the fat help the volunteers come heading. Fish, chicken, up with food choices. turkey, lean beef will be After the volunteers made written under the protein their choice, the instructor heading. The participants presented three different will be asked, What are poster boards with healthy some healthy food choices of each carbohydrates, protein, macronutrient. and fats that you can incorporate into your diet? o For the Dangers of o For Dangers of Disordered Disordered Eating session Eating, the informal

Assessment plan

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18 the informal assessment assessment was conducted will consist of informal as originally planned. The questions asked dancers were asked, Who throughout the session can tell me some types of such as, Who can tell me eating disorders? Can some types of eating anyone tell me a danger of disorders? Can anyone eating disorders?, tell me a danger of eating Would anyone be willing disorders?, Would to share an idea or way to anyone be willing to prevent an eating share an idea or way to disorder? The formal prevent an eating assessment was also disorder? These conducted as planned and questions will be passed out in the form of a answered by calling on printed quiz at the end of those who raise their the session, but some of hand. The formal the wording and questions assessment will also changed in the actual include a post-test that intervention. Instead of will be distributed after two questions asking the the session to determine participants to list one that the participants can danger of an eating list one way one danger disorder and one way to of eating disorders and prevent an eating disorder, one way to prevent an the dancers were asked eating disorder. two multiple choice o Hydration 101: Session question to determine two will consist of a quiz which of the following in which participants will listed choices was an answer the questions, eating disorder, and which About how many cups of the listed answers were of water should you drink dangers of an eating on game days? About disorder and a fill in the how many cups of water blank question for should you drink on participants to list two nongame days and ways to avoid, prevent, or What are three benefits treat an eating disorder. of staying hydrated?. o Hydration 101: The o For the Fueling Up on a informal assessment was Busy Schedule session completed as planned with informal assessment, the discussions during the Dixie Darlings education session. The participation in the formal assessment was discussion and game will completed in the form of a be assessed. For the quiz that asked, About formal assessment, how many cups of water

HATTIESBURG HPE participants will list three nutrient-dense meal or snack options for a busy schedule. In addition, a food journal will be turned in at the following session to assess the participants dietary intake of nutrient-dense meals and snacks on busy school and game days. o The Dixie Darlings participation in the game and discussion will be assessed for the informal assessment. The participants will list 3 healthy sources of each macronutrient for the formal assessment.

19 should you drink on game days? About how many cups of water should you drink on nongame days and What are three benefits of staying hydrated? Finally, a hydration log was given to the students to record three days of water intake before the next session. o For the Fueling Up on a Busy Schedule session, the informal assessment was conducted as planned. For the informal assessment, the Dixie Darlings participation in the discussion and game was assessed. Sample questions included, Do you ever feel that you dont perform as well when you have not eaten well during game days? Do you feel that any of these options might work for you? and What are some ideas that you all have for making sure you fuel your body properly on busy days? The formal assessment was also conducted as planned. The participants listed three nutrient-dense meal or snack options for a busy schedule. A food journal was presented to the participants to be turned back in to their coach. The form will be picked up at a future date and will be used to assess the participants dietary intake of nutrient-dense

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20 meals and snacks on busy school and game days. o For the Smart Eating session, actual informal assessment went as planned. The dancers had a difficult time determining what a fat and carbohydrate was. The instructor then educated them on healthy sources of each macronutrient. For the formal assessment, each participant was able to list three healthy sources of each macronutrient.

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Step 7: Evaluate the Intervention What were your original goals and objectives for your education session?
Goal 1 Objective 1a. Objective 1b. Objective 1c. Goal 2 Objective 2a. Increase knowledge and intake of nutrient-dense food choices among the Dixie Darlings. At the end of the session, 90% of participants will be able to list one nutrient-dense food choice for each meal time. At the end of the session, 90% of participants will state one personal goal for increasing nutrient-dense food consumption. At the follow up session, 75% of participants will report an increase in nutrient-dense foods. Increase knowledge of how to stay adequately hydrated on regular and game days among the Dixie Darlings. At the end of the session, 80% of participants will be able to state the amount of water needed to stay hydrated on a practice day and a game day. By the next session, 80% of participants will be drinking an adequate amount of water each day based on self reported intake. Increase knowledge and intake of nutrient-dense snacks and quick meals for a busy schedule in order to increase kcal intake among the Dixie Darlings. At the end of the session, 80% of participants will be able to plan out a day of quick, nutrient-dense meals and snacks for a busy school day or game day. At the end of the session, 80% of participants will report consumption of nutrient-dense meals and snacks for a busy school day or game day. Increase knowledge and behavior changes of healthy lifestyle strategies, including increased knowledge of eating disorders, the dangers of eating disorders, and how to avoid and treat disordered eating patterns among the Dixie Darlings. At the end of the session, 80% of participants will be able to identify the dangers of disordered eating patterns. At the end of the session, 80% of participants will be able to identify at least two ways to avoid disordered eating patterns At the end of the session, 80% of participants will be able to identify at least two types of disordered eating patterns.

Objective 2b.

Goal 3

Objective 3a.

Objective 3b.

Goal 4

Objective 4a. Objective 4b. Objective 4c.

Briefly describe how you used these to develop your intervention evaluation. The goals and objectives for the education sessions were used to develop evaluation tools in order to determine the success of each intervention. For each goal, at

HATTIESBURG HPE two to three measurable objectives were developed. An assessment tool was created to evaluate objective and to determine the success of each intervention. The assessment tools are discussed in the table below. Actual data collection:
What data did you actually monitor as part of the intervention? Participants knowledge of quick, nutrient-dense meals and snacks. Participants intake of quick, nutrient-dense meals and snacks. How was the data collected? You MUST provide copies of the actual data collection instruments/evaluation forms. Post-assessment form from Fueling Up on a Busy Schedule session Meal log distributed after Fueling Up on a Busy Schedule session

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Participants knowledge of the amount of water needed each day.

Post assessment form from Hydration 101.

Participants intake of water or other beverages (other than soda or sweetened beverages) Participants knowledge of different eating disorders, the dangers of eating disorders, and knowledge of ways to avoid, prevent, or treat an eating disorder Participants knowledge of macronutrients (fat, protein, and carbohydrates)

Hydration log distributed after Hydration 101.

What were the Results (please attach copies of the actual data that were collected)? Descriptive data (i.e. means, standard deviations, percentages, etc.) 15 of 15 participants (100%) were able to list three nutrient-dense foods and snacks that they will fit into their busy day. 8 of 15 participants (53%) returned the meal log. 6 of 8 participants (75%) ate at least three times per day. 5 of 8 participants (62.5%) recorded at least two balanced nutrient-dense foods and snacks throughout their day. 4 of 4 participants (100%) were able to list the number of cups of water needed for a game day and a non-game day. In addition 75% of participants were able to list two ways to increase hydration throughout a busy day. 4 of 4 participants (100%) consumed an adequate amount of water on their hydration log.

Post-assessment test from Dangers of Eating Disorders

3 of 4 participants (75%) were able to determine the types of eating disorders. 3 of 4 (75%) were able to determine the dangers of eating disorders. 4 of 4 (100%) were able to list two ways to avoid, prevent, or treat an eating disorder. 15 out of 15 participants (100%) were able to list 2 healthy food sources of each macronutrient that they could incorporate into their diet.

Post-assessment from Smart Eating

Discussion of Results (Interpretation of the results, explanation of outcomes, the relationship between the findings and the program/learner objectives and PES statements, etc) : The first goal of the HPE program was to increase knowledge of healthy food sources of each macronutrient that the participants could incorporate into their diet. This goal, using the Smart Eating lesson plan, addressed basic nutrition information with the

HATTIESBURG HPE Dixie Darlings. This session was a success as evidenced by the post-assessment. In addition objectives 1a and 1b were met according to the posttest results. Goal 1c appeared to not be met when the logs which were returned after the Fueling Up on a Busy Schedule session was completed. The logs indicated that 62.5% of participants

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recorded at least two balanced nutrient-dense foods and snacks throughout the day. This session addressed the PES statement, Increased energy needs RT physical activity requirements of the Dixie Darlings AEB underweight (BMI<18.5), team practice every day for 2-3hrs as well as required work out hours of 2.5-3hrs per week. The second goal of the HPE program was to increase knowledge of how to stay adequately hydrated on regular and game days among the Dixie Darlings. This goal was targeted using the Hydration 101 education session, which addressed the hydration needs of athletes and tips to stay hydrated on a busy schedule. The session was a success according to the post test and hydration log results; therefore, objectives 2a and 2b were met. The PES statement, Excessive physical activity RT Dixie Darling practice 5 days each week in addition to weekly gym hour requirements AEB low body weight averages in related literature was addressed as this goal was accomplished, as hydration needs are a factor of physical activity. The third goal of the HPE program was to increase knowledge and intake of nutrient-dense snacks and quick meals for a busy schedule in order to increase caloric intake among the Dixie Darlings. This goal was important in addressing the Dixie Darlings increased energy needs and inadequate energy intake. The Fueling Up on a Busy Schedule session was planned to target Goal 3. Overall, the Fueling Up on a Busy Schedule session was a success. All 15 participants (100%) were able to list three

HATTIESBURG HPE nutrient-dense foods and snacks that they will fit into their busy day after the session.

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Therefore, Objective 3a was met. In addition, Objective 3b was also overall successful as the majority of participants completing the meal log (75%) reported an intake of at least three meals per day. However, it is important to note that only 63% of participants reported consuming at least two balanced, energy-dense meals per day. This session addressed the PES statement, Inadequate energy intake RT busy and stressful lifestyle that leave little time for food consumption AEB food avoidance and lack of time to consume adequate meals. The fourth goal of the HPE program was to increase participants knowledge of different eating disorders, the dangers of eating disorders, and ways to avoid, prevent, or treat an eating disorder among the Dixie Darlings. This goal was important in addressing to the Dixie Darlings because the literature reviewed indicated that this population has a high prevalence of disordered eating. The Dangers of Disordered Eating session was planned to target Goal 4. Overall, the session was successful. All four of the participants (100%) were able to list two ways to avoid, prevent, or treat an eating disorder. Most of the participants (75%) were able to identify the types of eating disorders correctly and identify the dangers of eating disorders correctly. Out of the three goals set for this program only 4b was met because 100% of participants were able to list ways to prevent, avoid, or treat eating disorders. The sample size was very small for this particular education session, on the other two assessment questions three out of four were able to identify the answers correctly, which was 75% and the goal aimed for 80%. Conclusion

HATTIESBURG HPE

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Overall, this program was successful. The results from the education sessions and food and hydration logs showed that the participants were successfully able to put the healthy behaviors that they learned during the education session into practice. In addition to applying healthy eating behaviors the participants were also able to identify ways to prevent, avoid, or seek treatment for disordered eating patterns. However, it was noted during the Smart Eating lesson plan that the participants had very little nutrition knowledge as evidenced by them having difficulty identifying food sources of carbohydrates. It may be beneficial to first educate the participants on basic nutrition information. In the future, this program could be conducted again on a similar population with the same needs. In addition, the program could include more than four sessions to increase the amount of knowledge and behavior changes that could be seen in the participants. One recommendation would be to have the logs in an electronic version. The participants may be more receptive to inputting a log on their phone or computer and not having to do it with a paper version. This method could also improve the accuracy of the logs as participants would have the logs more readily available if they were on their phones or computers. A second recommendation is to have the participants complete the logs for more than one day as to get a more accurate representation of usual intake. In addition, future participants would benefit from receiving feedback on their meal logs. Having more than four sessions would allow the presenters time to give feedback and more individuals recommendations. Another recommendation is to schedule the sessions at a separate time than the Dixie Darling practice time. Although this was convenient time for the participants, they

HATTIESBURG HPE may be more willing to participate in a longer session if it was scheduled individually. This way, the participation could be tracked more carefully, and participants may be

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more willing to complete the entire program. In the current program, a different number of participants were present for each day the sessions were presented.