Nutrition counseling and education skill development free pdf download

Inlll Policy on. One of the three elective subjects may be drop f the last year of senior secondary school course. Core Emphasis on subjects in Group B shall be on practice. Group C. I c Tertiary institution shall be required to continuously match their admission conditions with the practices directed by the Policy.

Transition from secondary education to tertiary education xii Islamic Studies shall be through the appropriate selection mechanisms. General xvi Any Nigerian Language that has orthography and literature etc a The junior secondary schools shall be planned as neighbourhood schools. However, if there are special Government welcomes the participation of voluntary agencies, circumstances which warrant the establishment of communities and private individuals in the establishment and boarding facilities in federal and state schools, such management of secondary schools.

State governments shall should be provided. It is essential that everything prescribe conditions to be met by the communities and others possible is done to foster a sense ofnational belonging in wishing to establish secondary schools.

Government shall regulate the establishment of schools, b Measures shall be taken to ensure that culture of the supervise and inspect schools regularly and ensure that all nation is kept alive through art.. The teacher-pupil ratio at this level of c Inter-state exchange visits of students shall be 'f encouraged. Education shall be Mass literacy, adult and non-formal education en and training for the intergration ofICT in the school I forms of functional education given to youths and a system in recognition of the role ofICT in advancing i the formal school system, ,such as functional litera, knowledge and skill in the modem world.

These include the nomads, migr the disabled and other categories or groups, e disadvantaged gender. The commission shall monitor and evaluate the mass education programmes nation-wide; literacy programmes and facilitate communication between the commission and the state agencies. Participatory Programmes; Rural Appraisal Regenerated Freirean Literacy through Empowering Community Techniques" PRNREFECT iv train the required manpower for the state agencies; and other innovative approaches; v develop curricula and didactic materials for mass ii State agencies for mass education shall be responsible for literacy, adult and non-formal education; and the regulation of all adult and non-formal education classes.

Science Education a Science education shall emphases the teaching and learning vii Provide support services for adult and non-formal of science process and principles. Jelevision viewing and! Local Government Councils shall be responsible for; mind for the conduct of a good life and democracy; i day-to-day control and administration of local ii produce scientists for national development; mass literacy and adult education programmes; iii service studies in technology and the cause of technological development; and ii recruitment of part-time instructors and learners iv provide knowledge and understanding of the for functional literacy and post-literacy complexity of the physical world, the forms and programmes; the conduct of life.

For this purpose, the functions of all agencies evaluation procedures and the collection ofdata; involved in the promotion of the study of sciences shall be adequately supported by Government. Government shall popularize the study of the sciences and centre levels are operating efficiently and the production of adequate number of scientists to inspire effectively; and support national development.

Technical and Vocational National Policy Edllcatiolt Minimum entry requirement into the technical college shall be B. Entry could also be based on. Electrical EngineeringTrades 15 Electrical Installation and Maintenance Work Every state shall encourage at least one ofits technical colleges to 16 Radio, Television and Electrical Work offer advance craft courses to prepare master craftsmen for 17 Appliances repairs. Printing Trades Science and Technology shall continue to be ta 28 Printing craft Practice integrated mant:J.

More effort shall be made to encourage women 1. Beauty Culture Trades technical education. Recognizing that vocational education is an inte J. Business Trades technological development, a greater proportion 0 32 Stenography expenditure shall continue to be devoted to vocation 33 Typewriting at federal and state levels. Each state and local government, in co-oper 36 Office Practice appropriate agencies, shall organize relevant ap scheme and also enterpreneural training.

Others Artisan training is obtainable in vocational centres. The Federal Ministry of Education and its appropriate agencies shall continue to re-structure vocational courses to be offered on In recognition of the fundamental importance and CO!

Cooperation between industries at:J. All teachers in tertiary institutions shall be required to undergo b develop and inculcate proper values for the survival of training in the methods and techniques ofteaching.

To supplement government funding, universitIes and other e develop the intellectual capability of individuals to tertiary institutions are encouraged to explore other sources of understand and appreciate their local and external funding such as endowments, consultancy services and environments; commercial ventures. Tertiflry educational institutions shall pursue these goals Government shall continue to respect this freedom as long as through: these areas are in consonance with national goals.

University research shall be relevant to the nation's developmental goals. In this qard, universities shall be a produce highly motivated, conscientious and efficient encouraged to disseminate their research results to both classroom teachers for all levels of our educational government and industries. University teaching shall seek to iaculcate community spirit in the students through projects and adion research.

Voluntary agencies, individuals" groups shall be allowed to establish universities provided 'ley comply with minimum c help teachers to fit into social life of the community and standards laid down by the FederaiGovemment. All teachers in educational institutions shall be professionally education shall be devotedto Science and Technology.

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Studies indicate that the overall energy intake among children aged and years remained relatively stable from to the late s and 84,89, However, the energy intake among persons aged years increased significantly during the same period 84,90, Multiple factors, including demographic, personal, and environmental factors, influence the eating behaviors of children and adolescents.

Male adolescents report greater consumption of fruits and vegetables and higher daily intakes of calcium, dairy servings, and milk servings than females 78 , Black adolescents are more likely than white or Hispanic adolescents to report eating fruits and vegetables five or more times per day Children and adolescents from low-income households are less likely to eat whole grain foods Taste preferences of children and adolescents are a strong predictor of their food intake Taste preference for milk, among both males and females, is associated with calcium intake Taste preferences for fruits and vegetables are one of the strongest reported correlates of fruit and vegetable intake among males and females Male and female adolescents who reported frequent fast-food restaurant visits three or more visits in the past week were more likely to report that healthy foods tasted bad, that they did not have time to eat healthy foods, and that they cared little about healthy eating Certain behaviors and attitudes among children and adolescents are related to healthy eating.

For example, behavior-change strategies that are initiated by children and adolescents e. Among female adolescents, self-efficacy to make healthy food choices and positive attitudes toward nutrition and health are significantly related to calcium intake The home environment and parental influence are strongly correlated with youth eating behaviors. Home availability of healthy foods is one of the strongest correlates of fruit, vegetable, and calcium and dairy intakes 92, Family meal patterns, healthy household eating rules, and healthy lifestyles of parents influence fruit, vegetable, calcium and dairy, and dietary fat intake of adolescents The physical food environment in the community, including the presence of fast-food restaurants, grocery stores, schools, and convenience stores, influences access to and availability of foods and beverages A lack of grocery stores in neighborhoods is associated with reduced access to fresh fruits and vegetables 99, and less healthy food intake Low-income neighborhoods have fewer grocery stores than middle-income neighborhoods, predominantly black neighborhoods have half the number of grocery stores as predominantly white neighborhoods, and predominantly Hispanic neighborhoods have one third the amount of grocery stores as predominantly non-Hispanic neighborhoods Furthermore, lower-income and minority neighborhoods tend to have more fast-food restaurants than high-income and predominately white neighborhoods During , approximately three in 10 children and adolescents consumed at least one fast-food meal per day; those who reported eating fast foods consumed more total calories than those who did not Children and adolescents who report eating fast foods tend to consume more total energy, fat, and sugar-sweetened beverages and consume less milk, fruits, and nonstarchy vegetables Children and adolescents are more likely than adults to report fast-food consumption The school environment also influences youth eating behaviors and provides them with opportunities to consume an array of foods and beverages throughout the school day.

The widespread availability of foods and beverages served outside of the federal school lunch and breakfast programs is well-documented , These products, referred to as competitive foods and beverages because they are sold in competition with traditional school meals, often are sold in the school cafeteria and are available throughout school buildings, on school grounds, or at school-sponsored events.

Food advertising and marketing influence food and beverage preferences and purchase requests of children and adolescents i. Children and adolescents are exposed to many forms of marketing, including television advertisements, advertising on the Internet and advergames i.

Physical activity is defined as "any bodily movement produced by the contraction of skeletal muscle that increases energy expenditure above a basal level" 9. Examples of physical activity include walking, running, bicycling, swimming, jumping rope, active games, resistance exercises, and household chores. The guidelines indicate that children and adolescents should include vigorous intensity, muscle-strengthening, and bone-strengthening activities at least 3 days of the week.

HHS also recommends encouraging children and adolescents to participate in activities that are age appropriate, are enjoyable, and offer variety 9. Healthy People national health objectives include an objective on increasing the proportion of adolescents who meet current federal physical activity PA guidelines for aerobic physical activity and for muscle-strengthening activity objective PA 3 Despite national guidelines for physical activity, many young persons are not regularly physically active.

Regular participation in physical activity among children and adolescents is related to demographic, personal, social, and environmental factors. Hispanic and non-Hispanic black students are less active than their non-Hispanic white counterparts This difference also is evident during childhood and continues through adulthood, with non-Hispanic white adults having the highest prevalence of activity compared with other ethnic groups Sex is correlated with physical activity levels, with males participating in more overall physical activity than females This trend continues through adulthood, with females remaining less physically active than males Adolescent males also report a greater intention to be physically active in the future than females Children and adolescents who intend to be active in the future and who believe physical activity is important for a healthy lifestyle engage in more activity.

Overall, personal fulfillment influences the motivation both of boys and girls to be physically active Child and adolescent perceptions of their ability to perform a physical activity i. Girls are motivated by physical activities that they prefer and by their confidence in their ability to perform an activity Boys are affected by their ability to perform a particular physical activity, as well as by social norms among both friends and parents Positive social norms and support from friends and family encourage youth involvement in physical activity among all children and adolescents ,, Parent and family support for physical activity can be defined as a child's perception of support e.

Youth perceptions and parent reports of support for physical activity are strongly associated with participation in both structured and nonstructured physical activity among children and adolescents ,, The physical environment can be both a benefit and a barrier to being physically active. Environmental factors that might pose a barrier to physical activity include low availability of safe locations to be active, perceived lack of access to physical activity equipment, cost of physical activities, and time constraints , Youth perceptions of neighborhood safety e.

Parents' perceptions about environmental factors also influence physical activity among children and adolescents. For example, parents rate distance and safety as top barriers for their children walking to school The school environment can also influence the participation of children and adolescents in physical activity.

Although this is a critical opportunity for children and adolescents to participate in physical activity, schools do not provide it daily. In addition, many schools do not regularly provide other physical activity opportunities during the school day, such as recess. When schools provide supportive environments by enhancing physical education , and health education , having staff members become role models for physical activity, increasing communication about the benefits of physical activity, and engaging families and communities in physical activity, children and adolescents are more likely to be physically active and maintain a physically active lifestyle Television viewing, nonactive computer use, and nonactive video and DVD viewing are all considered sedentary behaviors.

Television viewing among children and adolescents, in particular, has been shown to be associated with childhood and adult obesity Potential mechanisms through which television viewing might lead to childhood obesity include 1 lower resting energy expenditure, 2 displacement of physical activity, 3 food advertising that influences greater energy intake, and 4 excess eating while viewing , Overall, persons aged years spend an average of 7 hours and 11 minutes per day watching television, using a computer, and playing video games The home environment offers children and adolescents many opportunities for television viewing, including eating meals while watching television or having a television in their bedroom The presence of a television in a child's bedroom is associated with more hours spent watching television 0.

The likelihood of having a television in the bedroom increases with a child's age , Eating meals in front of the television is associated with more viewing hours Children and adolescents are more likely to engage in unhealthy eating behaviors when watching television ,, and are exposed to television advertisements promoting primarily restaurants and unhealthy food products , Increased television viewing among children and adolescents is associated with consuming more products such as fast food, soft drinks, and high-fat snacks ,,, and consuming fewer fruits and vegetables ,, Healthy People national health objectives include a comprehensive plan for health promotion and disease prevention in the United States.

Healthy People includes objectives related to physical activity and healthy eating among children and adolescents and in schools Appendix B Schools have direct contact with students for approximately 6 hours each day and for up to 13 critical years of their social, psychological, physical, and intellectual development The health of students is strongly linked to their academic success, and the academic success of students is strongly linked with their health.

Therefore, helping students stay healthy is a fundamental part of the mission of schools School health programs and policies might be one of the most efficient means to prevent or reduce risk behaviors, prevent serious health problems among students, and help close the educational achievement gap , Schools offer an ideal setting for delivering health promotion strategies that provide opportunities for students to learn about and practice healthy behaviors.

Schools, across all regional, demographic, and income categories, share the responsibility with families and communities to provide students with healthy environments that foster regular opportunities for healthy eating and physical activity. Healthy eating and physical activity also play a significant role in students' academic performance. The importance of healthy eating, including eating breakfast, for the overall health and well-being of school-aged children cannot be understated.

Most research on healthy eating and academic performance has focused on the negative effects of hunger and food insufficiency 62 and the importance of eating breakfast 65,, Recent reviews of breakfast and cognition in students 73,, report that eating a healthy breakfast might enhance cognitive function especially memory , increase attendance rates, reduce absenteeism, and improve psychosocial function and mood. Certain improvements in academic performance such as improved math scores also were noted 65, A growing body of research focuses on the association between school-based physical activity, including physical education, and academic performance among school-aged children and adolescents.

A comprehensive CDC literature review that included 50 studies synthesized the scientific literature on the association between school-based physical activity, including physical education, and academic performance, including indicators of cognitive skills and attitudes, academic behaviors e.

The review identified a total of associations between school-based physical activity and academic performance. Therefore, the evidence suggests that 1 substantial evidence indicates that physical activity can help improve academic achievement, including grades and standardized test scores; 2 physical activity can affect cognitive skills and attitudes and academic behavior including enhanced concentration, attention, and improved classroom behavior ; and 3 increasing or maintaining time dedicated to physical education might help and does not appear to adversely affect academic performance Schools can promote the acquisition of lifelong healthy eating and physical activity behaviors through strategies that provide opportunities to practice and reinforce these behaviors.

School efforts to promote healthy eating and physical activity should be part of a coordinated school health framework, which provides an integrated set of planned, sequential, and school-affiliated strategies, activities, and services designed to promote the optimal physical, emotional, social, and educational development of students.

A coordinated school health framework involves families and is based on school and community needs, resources, and standards.

The framework is coordinated by a multidisciplinary team such as a school health council and is accountable to the school and community for program quality and effectiveness School personnel, students, families, community organizations and agencies, and businesses can collaborate to successfully implement the coordinated school health approach and develop, implement, and evaluate healthy eating and physical activity efforts.

Ideally, a coordinated school health framework integrates the efforts of eight components of the school environment that influence student health i. The following guidelines reflect the coordinated school health approach and include additional areas deemed to be important contributors to school health: policy development and implementation and professional development for program staff.

This report includes nine general guidelines for school health programs to promote healthy eating and physical activity. Each guideline is followed by a series of strategies for implementing the general guidelines. Because each guideline is important to school health, there is no priority order. Guidelines presented first focus on the importance of a coordinated approach for nutrition and physical activity policies and practices within a health-promoting school environment.

Then, guidelines pertaining to nutrition services and physical education are provided, followed by guidelines for health education, health, mental health and social services, family and community involvement, staff wellness, and professional development for staff. Although the ultimate goal is to implement all guidelines recommended in this report, not every guideline and its corresponding strategies will be feasible for every school to implement.

Because of resource limitations, some schools might need to implement the guidelines incrementally. Therefore, the recommendation is for schools to identify which guidelines are feasible to implement, based on the top health needs and priorities of the school and available resources. Families, school personnel, health-care providers, businesses, the media, religious organizations, community organizations that serve children and adolescents, and the students themselves also should be systematically involved in implementing the guidelines to optimize a coordinated approach to healthy eating and regular physical activity among school-aged children and adolescents.

The guidelines in this report are not clinical guidelines; compliance is neither mandatory nor tracked by CDC. However, CDC monitors the status of student health behaviors and school health policies and practices nationwide through three surveillance systems. These systems provide information about the degree to which students are participating in healthy behaviors and schools are developing and implementing the policies and practices recommended in the guidelines.

YRBSS includes a national, school-based survey conducted by CDC and state, territorial, tribal, and district surveys conducted by state, territorial, and local education and health agencies and tribal governments. YRBSS data are used to 1 measure progress toward achieving national health objectives for Healthy People and other program and policy indicators, 2 assess trends in priority health-risk behaviors among adolescents and young adults, and 3 evaluate the effect of broad school and community interventions at the national, state, and local levels.

In addition, state, territorial, and local agencies and nongovernmental organizations use YRBSS data to set and track progress toward meeting school health and health promotion program goals, support modification of school health curricula or other programs, support new legislation and policies that promote health, and seek funding and other support for new initiatives.

SHPPS data are used to 1 identify the characteristics of each school health program component e. The School Health Profiles i. State, local, and territorial education and health officials use Profiles data to 1 describe school health policies and practices and compare them across jurisdictions, 2 identify professional development needs, 3 plan and monitor programs, 4 support health-related policies and legislation, 5 seek funding, and 6 garner support for future surveys.

Results from the surveys are described throughout this report. Physical education, health education, and other teachers; school nutrition service staff members; school counselors; school nurses and other health, mental health, and social services staff members; community health-care providers; school administrators; student and parent groups; and community organizations should work together to maximize healthy eating and physical activity opportunities for students Box 1.

Coordination of all these persons and groups facilitates greater communication, minimizes duplication of policy and program initiatives, and increases the pooling of resources for healthy eating and physical activity policies and practices Establish a school health council and designate a school health coordinator at the district level. Each district should have a school health council to help ensure that schools implement developmentally appropriate and evidence-based health policies and practices.

The school health council serves as a planning, advisory, and decision-making group for school health policies and programs. School health councils should include representatives from different segments of the school and community, including health and physical education teachers, nutrition service staff members, students, families, school administrators, school nurses and other health-care providers, social service professionals, and religious and civic leaders The school health council provides input on decisions about how to promote health-enhancing behaviors, including healthy eating and physical activity among students.

Some roles of school health councils include Each district also should designate a school health coordinator who manages and coordinates health-related policies and practices across the district, including those related to healthy eating and physical activity.

This person serves as an active member of the district-level school health council and communicates the district school health council's decisions and actions to school-level health coordinators and teams, staff, students, and parents , A district school health coordinator also should. Establish a school health team and designate a school health coordinator at the school level. Each school should establish a school health team, representative of school and community groups, to work with the greater school community to identify and address the health needs of students, school administrators, parents, and school staff.

A school health team. Every school also should designate a school health coordinator to manage the school health policies, practices, activities, and resources, including those that address healthy eating and physical activity. School health coordinators might.

An assessment of current school-based healthy eating and physical activity policies and practices is necessary to provide baseline information about strengths and weaknesses. An assessment can also identify how district-level policies are being implemented at the school level and in the development of community-specific strategies. An assessment enables the school health council, school health coordinator, parents, school administrators, and school board members to develop a data-based plan for improving student health.

Schools and school districts can refer to the School Health Index for a comprehensive list of policies and practices that promote healthy eating and physical activity in schools. The School Health Index guides schools through the development of an action plan to improve their school health policies and practices , Results from the School Health Index assessment and action plan can help schools determine where, what, and how to incorporate health promotion programs and policies into their overall school improvement plan.

Inclusion in the school improvement plan helps ensure that health is a regular item on agendas of district school board meetings and school-based management committees.

Completing the School Health Index can lead to positive changes in the school health environment. For example, after completing the School Health Index, some schools have hired a physical education teacher for the first time, added healthier food choices to school meal programs, and incorporated structured fitness breaks into the school day An assessment might also involve collection of data on current eating and physical activity behaviors of students, community-based nutrition and physical activity programs, and student, staff, and parent needs School health policies are official statements from education agencies and other governing bodies e.

They identify what should be done, why it should be done, and who is responsible for doing it. School health policies can School health policies should comply with federal, state, and local laws and mandates. School health councils, teams, and coordinators can lead the development, implementation, and monitoring of policies , The Child Nutrition and WIC Reauthorization Act of required that each school district participating in the federally supported meal program establish a local school wellness policy for the first time by school year By , most school districts had a local wellness policy; however, the quality of policies varied across school districts.

In addition, many of the policies lacked plans for implementing and monitoring the status of the wellness policy The Healthy, Hunger-Free Kids Act of updated requirements for local school wellness policy to include, at a minimum,. The act also requires that the U. Department of Agriculture USDA , in conjunction with the CDC director, "prepare a report on the implementation, strength, and effectiveness of the local school wellness policies" States, districts, and schools should use a systematic approach when developing, implementing, and monitoring healthy eating and physical activity policies.

They can use the following strategies throughout the policy process. Identify and involve key stakeholders from the beginning of the policy process. One person, such as the school health coordinator at the district or school level, depending on the level at which the policy is to be implemented , should assume or be designated with overall responsibility for coordinating and implementing healthy eating and physical activity policies. This person also can help identify and involve key stakeholders, including the school health council or team.

Key stakeholders in district- and school-level policy processes include students, families, school nutrition service staff, physical education teachers, health education teachers, school nurses, school principals and other administrators, staff from local health departments, health-care providers, and staff from local community organizations and businesses.

This group of stakeholders will contribute to the development, implementation, and monitoring of healthy eating and physical activity policies. Draft the policy language. Policy language should be specific, simple, clear, and accurate; avoid education, health, and legal jargon; and be easy for readers with diverse backgrounds to understand and apply.

Policy language should be consistent with state, district, and school visions for student learning and health and other policies in the same jurisdiction.

A written policy should describe Adopt, implement, and monitor healthy eating and physical activity policies. After the draft policy is completed, the process of adopting the policy begins , To ensure greater support for policy adoption, school health council members or other policy makers should be given time to share the draft policy with their partners and gather reactions.

Public hearings or other meetings that gather wider input from the school and community might be beneficial or required. Such hearings allow every interested person or organization to provide input on the policy. Policy adoption typically requires that the drafted policy be presented to the policy-making body e.

The presentation should include background information about why the policy is needed e. Policies likely will require final approval by the school board, the district superintendent, or both. Implementation of policies should be a cooperative effort that includes the school health coordinator, school health council, and school staff members. All school staff members and teachers, in particular, need sufficient time to implement the policy and make agreed-on changes in the school environment to support the policy Those responsible for implementation should be prepared to address challenges, such as perceptions that the policy is low priority, limited resources for full implementation, changes in school administrators and school staff members, and concerns such as lost revenue from certain food and beverage sales and resolving scheduling conflicts for use of physical activity facilities because of increasing numbers of physical activity programs Parental and community concerns might be mitigated by making incremental changes and ensuring that the media receive positive stories about the response to the policy.

Monitoring policy implementation allows school staff members to determine whether the policy yielded the expected results and which changes could be made to improve the results. Establishing policy is an important component of many of the nine guidelines.

Following is a list of key healthy eating and physical activity policies that are described in the remaining guidelines:. Evaluation can be used to assess and improve policies and practices that promote increased physical activity and healthier eating among students and faculty members. All groups involved in and affected by school efforts to promote lifelong physical activity and healthy eating should have the opportunity to contribute to evaluation.

Education agencies and schools should designate a person to take the lead on evaluation activities. Schools may choose to enlist local universities, the health department, or the education department to assist with the evaluation of school policies and practices.

Evaluation can serve various purposes, including 1 improving the content, support for, and implementation of physical activity and healthy eating policies and practices; 2 documenting changes in the school environment, physical education and health education curricula, physical activity and healthy eating services for students and school staff members, physical activity and dietary habits, and health outcomes such as blood pressure and blood glucose levels; 3 identifying strengths and weakness of policies and practices and making a plan for improvement; and 4 responding to new and changing needs of students and school staff members.

Although evaluations should not be used to audit or rank schools or penalize school staff members , , evaluations can be used to motivate schools to make changes and monitor school-level implementation of school district, state, and federal policies. Two fundamental types of evaluation are process and outcome. In process evaluation, educators collect and analyze data to determine who, what, when, where, and how much of program activities have been conducted.

Process evaluation is the foundation of evaluation because it specifies the activities involved in policies, programs, and practices, and whether they were implemented as intended. In addition, process evaluation allows education agency staff members to assess how well a policy, program, or practice has been implemented and what strengths and improvements are necessary. Outcome evaluation explores whether intended outcomes or specific changes occur as a direct result of policies, programs, or practices.

Outcomes might include changes at the school level e. Outcome evaluation can require a great deal of time, money, and expertise, and individual schools are unlikely to be able to conduct outcome evaluations on their own.

A full-fledged outcome evaluation might be beyond the reach of most schools and is more likely the purview of state and local education agencies. However, some outcome-related questions can be answered using simple methods available to most schools. Outcome evaluation can focus on short- or long-term outcomes of policies, programs, or practices, including changes in practices at the school level or changes in student knowledge, attitudes, skills, behaviors, or health outcomes.

Conduct process evaluation of nutrition and physical activity policies and practices. Schools should conduct a process evaluation of their healthy eating and physical activity policies and practices. Process evaluation topics for schools might include the following:. Conduct outcome evaluation of healthy eating and physical activity policies, programs, and practices. In addition to the process evaluation topics, schools might evaluate changes that occurred after a policy, program, or practice was implemented.

Outcome evaluation topics include the following:. The Physical Activity Evaluation Handbook illustrates the six steps of program evaluation in the framework with physical activity program examples Understanding Evaluation: The Way to Better Prevention Programs describes evaluation activities that school districts and community agencies can use to assess various programs State and local education agencies and schools can consult with evaluators at universities, school districts, or state departments of education and health to identify methods and materials for evaluating their efforts.

The physical surroundings and psychosocial climate of a school should encourage all students to make healthy eating choices and be physically active. The physical environment includes the entire school building and the area surrounding it; facilities for physical activity, physical education, and food preparation and consumption; availability of food and physical activity options; and conditions such as temperature, air quality, noise, lighting, and safety The psychosocial environment includes the social norms established by policies and practices that influence the physical activity and eating behaviors of students and staff members Developing and maintaining a supportive school environment can improve the sustainability of healthy eating and physical activity policies and practices that support healthy lifestyles ,, Box 2.

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