A Tasting Challenge: Development and Testing of an Approach to Influence Children

Abstract

ObjectiveTo develop and implement a tasting challenge activity to influence and measure the willingness of elementary students to try new foods.Study Design, Setting, Participants, and InterventionThe tasting challenge was conducted individually with children as part of a classroom activity and consisted of children being offered jicama and edamame to taste and asked to rate each food (yummy, ok, yucky). The protocol was pilot tested at 1 school (n=79) and after modifications, implemented in 4 schools (n=311). Qualitative interviews were performed with foodservice personnel to ascertain their attitudes, knowledge and beliefs about introducing new foods onto the school lunch menu.Outcome, Measures and AnalysisChildren's tastes or refusals were recorded to determine willingness to try the foods offered, as were taste ratings. Descriptive statistics and chi-square tests were performed. Foodservice interviews were conducted in-person with small groups of staff and by telephone individually with directors. Written notes were analyzed for themes.ResultsParticipants trying jicama and edamame were 91.3% and 88.3%, respectively, and slightly higher for study participants compared to non-study participants (94.8% jicama and 94.7% edamame). No significant differences existed by site or intervention condition. Interviews (4 group, 2 individual) with foodservice personnel revealed that discrepancies between foodservice staff and directors exist related to input into and introduction of new school menu items.Conclusions and ImplicationsThe use of a tasting challenge may be helpful in influencing children's willingness to try new foods and it may assist school foodservice in introducing new foods onto the school menu. Thus, providing a link between classroom nutrition education and foods served in the cafeteria.FundingUSDA ObjectiveTo develop and implement a tasting challenge activity to influence and measure the willingness of elementary students to try new foods. To develop and implement a tasting challenge activity to influence and measure the willingness of elementary students to try new foods. Study Design, Setting, Participants, and InterventionThe tasting challenge was conducted individually with children as part of a classroom activity and consisted of children being offered jicama and edamame to taste and asked to rate each food (yummy, ok, yucky). The protocol was pilot tested at 1 school (n=79) and after modifications, implemented in 4 schools (n=311). Qualitative interviews were performed with foodservice personnel to ascertain their attitudes, knowledge and beliefs about introducing new foods onto the school lunch menu. The tasting challenge was conducted individually with children as part of a classroom activity and consisted of children being offered jicama and edamame to taste and asked to rate each food (yummy, ok, yucky). The protocol was pilot tested at 1 school (n=79) and after modifications, implemented in 4 schools (n=311). Qualitative interviews were performed with foodservice personnel to ascertain their attitudes, knowledge and beliefs about introducing new foods onto the school lunch menu. Outcome, Measures and AnalysisChildren's tastes or refusals were recorded to determine willingness to try the foods offered, as were taste ratings. Descriptive statistics and chi-square tests were performed. Foodservice interviews were conducted in-person with small groups of staff and by telephone individually with directors. Written notes were analyzed for themes. Children's tastes or refusals were recorded to determine willingness to try the foods offered, as were taste ratings. Descriptive statistics and chi-square tests were performed. Foodservice interviews were conducted in-person with small groups of staff and by telephone individually with directors. Written notes were analyzed for themes. ResultsParticipants trying jicama and edamame were 91.3% and 88.3%, respectively, and slightly higher for study participants compared to non-study participants (94.8% jicama and 94.7% edamame). No significant differences existed by site or intervention condition. Interviews (4 group, 2 individual) with foodservice personnel revealed that discrepancies between foodservice staff and directors exist related to input into and introduction of new school menu items. Participants trying jicama and edamame were 91.3% and 88.3%, respectively, and slightly higher for study participants compared to non-study participants (94.8% jicama and 94.7% edamame). No significant differences existed by site or intervention condition. Interviews (4 group, 2 individual) with foodservice personnel revealed that discrepancies between foodservice staff and directors exist related to input into and introduction of new school menu items. Conclusions and ImplicationsThe use of a tasting challenge may be helpful in influencing children's willingness to try new foods and it may assist school foodservice in introducing new foods onto the school menu. Thus, providing a link between classroom nutrition education and foods served in the cafeteria. The use of a tasting challenge may be helpful in influencing children's willingness to try new foods and it may assist school foodservice in introducing new foods onto the school menu. Thus, providing a link between classroom nutrition education and foods served in the cafeteria.