Running Head: CHAMPIONS FOR CHANGE 1

CSUN CHAMPIONS FOR CHANGE REDUCING OBESITY THROUGH NUTRITION AND

GARDENING EDUCATION

Karina Almanza

Viridiana Ortiz

Faculty Advisor: Annette Besnilian, EdD

California State University, Northridge

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Abstract

Research shows that low-income Hispanic adults and children have a higher risk for

childhood obesity and overweight conditions than other ethnic groups. Unhealthy eating habits

and lack of access to fresh fruits and vegetables increase the risk of chronic conditions (e.g.,

obesity, diabetes, cardiovascular disease). The primary prevention program, CSUN Champions for

Change, can increase basic nutrition knowledge and accessibility to fresh fruits and vegetables for

the community of Canoga Park, CA. CSUN Champions for Change uses the Social Ecological

Model as a framework targeting all three levels of a person’s life (e.g., individual, institutional,

and environmental). Using edible gardens as teaching platforms and connecting the environment

to overall health, this program provides nutrition education (individual level). Students and parents

are engaged in building edible gardens at school sites and community centers (institutional).

Furthermore, the program engages parents, community leaders, and school representatives to

increase availability and consumption of fresh fruits and vegetables at the community’s food

pantry (environmental level). CSUN Champions for Change program engages parents and

provides them with education in order to create a connection between a child and parent and

support a switch to a healthy behavior for the entire family.

Key Words: childhood obesity; nutrition education, garden

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Introduction

Childhood obesity is a national epidemic in the United States, 1 in 5 children and

adolescents are obese (CDC, 2017). In California, 7.4 million adults and adolescents were obese

in 2011-2012 (UCLA, 2015). The Los Angeles County Department of Public Health (LACDPH)

reports that 19.8% of adults are obese in SPA 2 (LACDPH, 2017). Research shows that low-

income Hispanic adults and children have a higher risk for childhood obesity and overweight

conditions than other ethnic groups. Unhealthy eating habits and lack of access to fresh fruits

and vegetables are two contributing factors identified to increase the risk of chronic conditions

(e.g., obesity, diabetes, cardiovascular disease). The incidence is even higher when looking at

reports from the 2014 California Health Interview Survey (CHIS) specifically for Canoga Park,

indicating that 22.9% of adults were diagnosed as obese (Wolstein, Babey, Diamant, 2015).

Schools and community partners have been identified as the crucial interface for obesity

prevention and education among children and their families (Institute of Medicine, 2012; Briggs,

2010). Education programs involving gardens and fresh produce “have the potential to support

healthy eating practices and to mitigate the burden of obesity and chronic disease (Chaufan, Yeh,

Sigal, 2015).” One such program has been “CSUN Champions for Change.”

CSUN Champions for Change is taking a holistic

approach using the Social Ecological Model as a framework

targeting all three level of a person’s life (e.g., individual,

institutional, and environmental). Using edible gardens as

teaching platforms and connecting the environment to overall

health, this program provides nutrition education (individual level). Students and parents are

engaged in building edible gardens at school sites and community centers (institutional).
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Furthermore, the program engages parents, community leaders, and school representatives in

collaboration and resource sharing with the goal of increase availability of fresh fruits and

vegetables at the community’s food pantry (environmental level).

Within the first year of the three-year track, CSUN Champions for Change focused on the

individual level, implementing a total of 125 classes at 13 SNAP-Ed eligible sites (Appendix A).

Classes utilized the trained/licensed expert model where an experienced Health Educator

delivered the class to the target audience and the train-the-trainer method, working with staff

and/or key stakeholders from each site to develop their facilitating skills. CSUN Champions for

Change utilizes USDA-approved evidence-based curricula which includes teaching basic skills

such as cooking, reading food labels, MyPlate, and shopping on a budget. Additionally,

participants have engaged in building edible gardens and learning about obesity prevention

strategies through garden-based education at all 13 sites.

(i) The Purpose of Study

As a response to combat the percentages of obesity from increasing and to incorporate

promotion of health and well-being, the Los Angeles County Department of Public Health granted

a 3-year contract for the initiation of CSUN Champions for Change: Healthy Communities

Initiative. CSUN Champions for Change targets a community garden and nutrition education

impact within the community of Canoga Park, CA area (Appendix A). Working in affiliation with

CSUN, the Marilyn Magaram Center, Institute for Community Health and Wellbeing, and

Neighborhood Partners in Action (NPA), CSUN Champions for Change has collaborated with

other internal resources to: schedule and implement grant-related community recruitment events,

task force and coalition meetings; maintain relationships with community partners; and develop a

sustainability plan to ensure viability of the Champions Initiative beyond the grant period.
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With a focus to serve disadvantaged, underrepresented, a diverse population, and

neighboring communities, CSUN Champions for Change aspires to make a positive change in the

health and well-being of the 25,000 residents residing in Canoga Park.

(ii) The Hypothesis

1) CSUN Champions for Change workshops will increase participant’s knowledge in nutrition

and gardening.

2) After completing the CSUN Champions for Change gardening and nutrition education

classes and workshops, participants will report and increase in: (1) Fruit consumption, (2)

Vegetable consumption, (3) Whole grain consumption and (4) Milk consumption.

Methods

In order to evaluate the effectiveness of the nutrition and gardening education and

behavior change, a pretest and posttest were administered (Appendix B).

A. Research Design

This study uses (1) pre- and post- assessments, and (2) focus groups. All research

measures and tools were pre-approved by the Los Angeles County Department of Public Health.

B. Plan of Work

Please refer to Table 1 below for a detail timeline and schedule.

C. Procedures

• During the first year of the three-year track, a total of 267 pretests were administered to

children and adults prior to the start of the 5-week workshop. Posttests were administered

and collected on the last day of the 5-week workshop. All assessments were coded, cleaned,

and inputted using Statistical Package for the Social Science (SPSS). Paired samples t-test

were conducted to compare pretest and posttest. See appendix B for assessment questions.
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D. Sample Characteristics

• 13 SNAP-Ed eligible sites were approved to participate in the program

• 171 students participated in the nutrition and gardening education program
• 96 adults participated in the nutrition and gardening education program
• Majority Latino
• SNAP eligible participants
Analysis

Quantitative analyses: Data has been coded, cleaned, and verified for accuracy. Analyses

were conducted using SPSS.

Qualitative analyses: Focus groups will be conducted in Summer 2018. Data will be

transcribed and then verified for accuracy. Next, transcriptions will be reviewed for themes using

analytic notes (i.e., open coding).

Results

During year 1 of implementation, CSUN Champions for Change targeted youth in the

school and community setting using USDA-approved evidence-based curricula with the intent to

increase fruit and vegetable consumption, increase physical activity, increase consumption of

healthy beverages, and/or decrease consumption of less healthy beverages.

Due to CSUN Champions for Change, youth Due to CSUN Champions for Change, adult
participants: participants increased their:

a) increased their vegetable consumption by 27% a) fruit consumption by 27%

b) increased their whole grain consumption by
26%
c) decreased hours of screen time by 10%
d) increased their milk consumption by 56%
b) vegetable consumption by 43%
c) consumption of different kinds of vegetables
by 17%
d) consumption of 2 or more vegetables at main
meal by 18%

During year 1 of implementation, CSUN Champions for Change targeted parents in schools

and community setting using the Nutrition 5 Class Series and gardening education with the intent
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to increase fruit and vegetable consumption, increase consumption of healthy beverages, and/or

decrease consumption of less healthy beverages.

Refer to Appendix D for Chart Comparison.

Discussion

Results indicated children and families reported significantly higher fruit and vegetable

availability and consumption, gardening knowledge, physical activity, nutrition knowledge at

posttest than pretest. As noted in the results section, there was an increase in vegetable

consumption (27%), whole grain consumption (26%), milk consumption (56%) and a decrease in

hours of screen time (10%) in the youth participants alone. When looking at the adult population,

there was an increase of consumption of fruit (27%), vegetables (43%), vegetable variety (17%)

and two or more vegetables at main meals (18%). These positive correlations with health

promotion are attributed to the CSUN Champions for Change’s implementation of gardening and

nutrition education with the emphasis of the Social Ecological Model, emphasizing individual,

institutional and environmental.

For the future, School personnel (principals and teachers) will be interviewed to

determine the changes they have observed in nutrition and physical activity behaviors in the

schools. Thus, CSUN Champions for Change can be an effective program and the classes and

workshops can help to increase children’ and families’ nutrition, gardening and physical activity

knowledge and help increase consumption of foods such as kale, broccoli, Swiss chard, eggplant,

purple cauliflower and rainbow carrots.

Research & Practice Implications

• More research with other demographics and other outreach sites should be conducted.

• Families should be investigated to see if changes are made at home.

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• Provide a nationwide school-based and community-based prevention and intervention

program that engages students and families in gardening, healthy cooking, eating, and

physical activity.

• Long-term follow-up should be conducted to determine if the families who participated in the

gardening and nutrition education program demonstrate that changes were made in their

eating habits, physical activity and health awareness.

• Implementation and evaluation of the next level (2 year) will focus on building and
nd

revitalizing the garden (institutional layer). The third year will focus on implementation of

evidence-based strategies to integrate a Healthy Food Pantry approach (environmental).

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References

California Department of Education. (2011). Physical Fitness Testing Results.

https://www.cde.ca.gov/nr/ne/yr11/yr11rel26.asp

Centers for Disease Control and Prevention (CDC). (2015). Childhood overweight and obesity.

https://www.cdc.gov/obesity/childhood/

Chaufan, C., Yeh, J., & Sigal, B. (2015). Advancing Family Health Through the Garden of
Eatin’: On-site Food Gardens in Early Childhood Education. American Journal of Public
Health, 105(4), 625-8.

Institute of Medicine. (2012). Accelerating progress in obesity prevention: Solving the weight of

the nation. Washington, DC: Author. Retrieved from

http://www.iom.edu/Reports/2012/Accelerating-Progress-in-Obesity-Prevention.asp

Looy, T. (2015). Action for sustainability through community gardening: The role of adult

learning. Natural Resources Institute. doi:10.4324/9781315572970

Los Angeles County Public Health Department. (2017). Key indicators of health by service

planning area.

http://publichealth.lacounty.gov/ha/docs/2015LACHS/KeyIndicator/PH-KIH_2017-

sec%20UPDATED.pdf

UCLA Center for Health Policy Research. (2015). Obesity in California.

http://healthpolicy.ucla.edu/publications/Documents/PDF/2015/obesityreport-

jun2015.pdf

Wolstein, J., PhD, MPP, Babey, S. H., PhD, & Diamant, A. L., MD, MSHS. (2015). Obesity in

California. The California Endowment. Retrieved from

http://healthpolicy.ucla.edu/publications/Documents/PDF/2015/obesityreport-

jun2015.pdf
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Tables

Table 1. Timeline and Schedule for CSUN Champions for Change Implementation
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Appendix A

SNAP-Ed Eligible Sites

Canoga Park High School
Hart Street Elementary
Christopher Columbus Middle School

Canoga Park Elementary

CDI Early Learning Center
California State University Northridge

Alliance for Community Empowerment

Guadalupe Center
New Academy Canoga Park
Coutin School
NEW FamilySource Center
West Valley Boys & Girls Club
Salvation Army
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Appendix B

Adult Assessment
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Appendix C

Youth Nutrition and Physical Activity Survey

1. How old are you? O 6 O7 O8 O9 O 10 O 11 O 12 O 13 O 14 O 15

2. Are you a boy or a girl? O Boy O Girl

3. How do you describe yourself? Fill in (O) ALL bubbles that describe you.

O American Indian or Alaska Native

O Asian
O Black or African American
O Mexican American, Latino, or Hispanic
O Native Hawaiian or Other Pacific Islander
O White
O Other:____________________

4. Yesterday, did you drink any kind of milk? Count chocolate or other flavored milk, milk on
cereal, or drinks made with milk.

O No, I didn’t drink any milk yesterday.

O Yes, I drank milk 1 time yesterday.
O Yes, I drank milk 2 times yesterday.
O Yes, I drank milk 3 or more times yesterday.

5. What type of milk do you drink most of the time? Choose only one.
O Regular (whole) milk
O 2% milk
O 1% (low-fat) or fat-free (skim/non-fat) milk
O Soy milk, almond milk, rice milk, or other milk
O I don’t drink milk
O I don’t know

6. Yesterday, did you eat cheese by itself or on your food? Count cheese on pizza or in dishes
such as tacos, enchiladas, sandwiches, cheeseburgers, or macaroni and cheese.

O No, I didn’t eat cheese yesterday.

O Yes, I ate cheese 1 time yesterday.
O Yes, I ate cheese 2 times yesterday.
O Yes, I ate cheese 3 or more times yesterday.
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7. Yesterday, did you eat yogurt or cottage cheese or drink a yogurt drink? Do not count frozen
yogurt.

O No, I didn’t eat any of these foods yesterday.

O Yes, I ate one of these foods 1 time yesterday.
O Yes, I ate one of these foods 2 times yesterday.
O Yes, I ate one of these foods 3 or more times yesterday.

8. Yesterday, did you eat any corn tortillas or bread, tortillas, buns, bagels or rolls that were
brown (not white)?

O No, I didn’t eat any of these foods yesterday.

O Yes, I ate one of these foods 1 time yesterday.
O Yes, I ate one of these foods 2 times yesterday.
O Yes, I ate one of these foods 3 or more times yesterday.

9. Yesterday, did you eat rice, faro, macaroni, spaghetti, or pasta noodles that were brown (not
white)?

O No, I didn’t eat any of these foods yesterday.

O Yes, I ate one of these foods 1 time yesterday.
O Yes, I ate one of these foods 2 times yesterday.
O Yes, I ate one of these foods 3 or more times yesterday.

10. Yesterday, did you eat any vegetables? Vegetables are all cooked and uncooked vegetables;
salads; and boiled, baked and mashed potatoes. Do not count French fries or chips.

O No, I didn’t eat any vegetables yesterday.

O Yes, I ate vegetables 1 time yesterday.
O Yes, I ate vegetables 2 times yesterday.
O Yes, I ate vegetables 3 times yesterday.
O Yes, I ate vegetables 4 times yesterday.
O Yes, I ate vegetables 5 or more times yesterday.
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11. Yesterday, did you eat fruit? Include fresh, frozen or canned. Do not count fruit juice.

O No, I didn’t eat any fruit yesterday.

O Yes, I ate fruit 1 time yesterday.
O Yes, I ate fruit 2 times yesterday.
O Yes, I ate fruit 3 times yesterday.
O Yes, I ate fruit 4 times yesterday.
O Yes, I ate fruit 5 or more times yesterday.

12. Yesterday, did you drink fruit juice? Fruit juice is a drink, which is 100% juice, like orange
juice, apple juice, or grape juice. Do not count punch, sports drinks, or other fruit-flavored
drinks.

O No, I didn’t drink any fruit juice yesterday.

O Yes, I drank fruit juice 1 time yesterday.
O Yes, I drank fruit juice 2 times yesterday.
O Yes, I drank fruit juice 3 times yesterday.
O Yes, I drank fruit juice 4 times yesterday.
O Yes, I drank fruit juice 5 or more times yesterday.

13. Yesterday, did you drink any water, such as from a glass, a bottle, or a water fountain?
O No, I didn’t drink any water yesterday.
O Yes, I drank water 1 time yesterday.
O Yes, I drank water 2 times yesterday.
O Yes, I drank water 3 times yesterday.
O Yes, I drank water 4 times yesterday.
O Yes, I drank water 5 or more times yesterday.

14. Yesterday, did you drink any punch, sports drinks or other fruit-flavored drinks? Do not
count 100% fruit juice or diet drinks.

O No, I didn’t drink any of these drinks yesterday.

O Yes, I drank one of these drinks 1 time yesterday.
O Yes, I drank one of these drinks 2 times yesterday.
O Yes, I drank one of these drinks 3 or more times yesterday.
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15. Yesterday, did you drink any regular (not diet) sodas or soft drinks?

O No, I didn’t drink any regular (not diet) sodas or soft drinks yesterday.
O Yes, I drank regular (not diet) sodas or soft drinks 1 time yesterday.
O Yes, I drank regular (not diet) sodas or soft drinks 2 times yesterday.
O Yes, I drank regular (not diet) sodas or soft drinks 3 or more times yesterday.

16. Yesterday, did you eat French fries or chips? Chips are potato chips, tortilla chips, corn
chips, or other snack chips.

O No, I didn’t eat any French fries or chips yesterday.

O Yes, I ate French fries or chips 1 time yesterday.
O Yes, I ate French fries or chips 2 times yesterday.
O Yes, I ate French fries or chips 3 or more times yesterday.

17. Yesterday, did you eat sweet rolls, doughnuts, cookies, brownies, pies, or cake?

O No, I didn’t eat any of these foods yesterday.

O Yes, I ate one of these foods 1 time yesterday.
O Yes, I ate one of these foods 2 times yesterday.
O Yes, I ate one of these foods 3 or more times yesterday.

18. Yesterday, did you eat breakfast?

O Yes
O No

The questions in this next section ask why you may or may not eat fruits and vegetables.
Please fill in one answer for each question.

19. I like to try new fruits.

O Almost always or always
O Sometimes
O Almost never or never

20. I like to try new vegetables.

O Almost always or always
O Sometimes
O Almost never or never
21. At your home do you have fruits to eat?
O Never
O Sometimes
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O Always
O I don’t know

22. At your home do you have vegetables to eat?

O Never
O Sometimes
O Always
O I don’t know

The next two questions ask about the kinds of activities you do.

23. Think about the time you spend mostly sitting when you are not in school or doing
homework.
During the week days, about how much time do you spend on a typical or usual school day
sitting and watching TV, playing video games, or on a computer?
Examples are: playing on a PSP or other handheld game, using an iPad or tablet, using
the internet (not for school), or watching movies or TV shows on a TV, computer, or
phone.

O Less than 1 hour per day

O 1 hour per day
O 2 hours per day
O 3 hours per day
O 4 hours per day
O 5 or more hours per day
O I do not watch TV, play video games, or use a computer for something that is not for
school work on school days

24. Below, check all the days you exercised or took part in physical activity that made your heart
beat fast and made you breathe hard for at least 60 minutes?
Examples are: basketball, soccer, running or jogging, fast dancing, swimming,
bicycling, jumping rope, trampoline, hockey, fast skating, or rollerblading.

 Monday  Tuesday  Wednesday  Thursday

 Friday  Saturday  Sunday
 I didn’t do any exercise last week that made my heart beat fast for 60 minutes
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Appendix D

CSUN Champions for Change Positive Impact on Youth and Adult Charts using Data from
Results Section
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