Learning Outcomes in Children After an Educational Health Field Day

This study describes how the “play” approach was used to implement a health field day education program for children and adolescents. The purpose of this investigation was to determine the effect of an educational health field day program on learning outcomes in children related to nutrition and exercise. Specifically, the researchers sought to determine whether a combined day of learning and fun would be an effective tool in teaching children the importance of nutrition and exercise. The study focused on utilizing individuals and professionals from diverse disciplines including nutrition, medicine, recreation, health, physical education, exercise physiology, and sport management, and in this sense is arguably similar to collaborative efforts such as “Project FUN” (Havice, Malin, Schwizer, & Frenn, 2007). Fifty-four children between the ages of nine and eleven years old voluntarily participated in the education health field day. A pre and post-test survey was used to measure learning. Field day test performance was expressed as the number of incorrect responses and analyzed using a paired sample t-test. Fewer incorrect responses was indicative of improved test performance. The results of the study indicate a significant difference between pre and post-health field day test scores. With the increase in childhood and adolescent obesity, health professionals must find a way to educate future generations regarding their health, physical activity, and nutrition decisions and behavior. With the collaboration of schools, teachers, and communities (to include families and local professionals) to plan and implement activities and events, perhaps a new generation of children and adolescents can utilize “play” to become physically active and make positive nutrition decisions for their health. Havice, M.J., Malin, S., Schweizer, H., & Frenn, M. (2007). Engaging students through collaboration: How project FUN works. Nursing Education Perspectives, 28 (4), 203-1 208.