Naira Rahir writing sample_evaluation report

Healthy Hero Outreach Project Evaluation:

An assessment of participants’ knowledge, attitudes and

practices related to “5-2-1-0” recommendations

presented at the Free Family Fun Activity Series in 2011

Report Prepared by:

Naira Tahir

Masters of Public Health Candidate

University of Rochester

January 2012

In Collaboration with:

Marcia Middleton: Healthy Hero Project Manager, Center for Community Health

Gail Newton: Healthy Hero Project Director, Center for Community Health

Healthy Hero Outreach Project Evaluation: January 2012 Center for Community Health

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Table of Contents

Executive Summary …………………………………………………………………………………………3-4

Introduction/Background…………………………………………………………………………………5-6

Methodology…………………………………………………………………………………………………….6-7

Results ................................................................................................................8-17

I. Participant Demographics and Other Background Characteristics.……..8-10

II. 5-2-1-0 Lifestyle Habits of Participants’ Children.…………………..…………10-12

III. Paired Data Results…………………………………………………..………………………13-15

IV. Post-Assessment Goals for Healthy Eating and Active Play…………….………15

V. 6 Month Follow-Up Results…………….……………………………………...…..…...15-17

Discussion……………………………………………………………………………………………………..17-19

I. Strengths and Limitations……………...………………………………………………...17-18

II. Value of Results…………………………………………………………………………..…………18

III. Discussion Highlights………………………….………………………………………………….19

Recommendations………………………………………………………………………………………..19-20

Appendices Appendix 1: Free Family Fun Activity Series Flyer………………………………………………………………………21

Appendix 2: Pre-Assessment Survey…………………………………………………………………………………….22-24

Appendix 3: Post-Assessment Survey………………………………………………………………………………….25-27

Appendix 4: 6 Month Follow-Up Survey……………………………………………………………………………….28-31

Appendix 5: 6 Month Follow-Up Survey Cover Letter………………………………………………………………..32

Appendix 6: Prize Draw Slip…………………...……….…………………………………………………………………………33

Appendix 7: Post-Assessment Comments………………………………………………………………………………….34


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2011 Healthy Hero Outreach Project Evaluation Executive Summary

Introduction: In an effort to reduce obesity and increase healthy eating and physical activity

habits, Greater Rochester Health Foundation funded the Healthy Hero Outreach Project

(HHOP). The HHOP intervention that was the subject of this evaluation consisted of a series of

educational “Free Family Fun Activity” sessions which emphasized 5-2-1-0 recommendations.

Sessions were directed towards parents and families with children 2-10 years of age and

specifically, to populations in Monroe County with higher childhood obesity rates. These

included Hispanic and African American populations and individuals residing in the City of

Rochester, Gates, Greece, and Irondequoit.

Methodology: Pre- and post-assessment questionnaires were distributed to participants in

order to measure knowledge, awareness, and attitudes towards healthy eating and physical

activity. The pre-assessment questionnaire was distributed at the beginning of the first session

participants attended and the post-session questionnaire was completed at the end of this

session. This was supplemented with a 6 month follow-up questionnaire that was sent to

participants with an incentive to increase the response rate. Sessions and data collection

occurred between January-December 2011. Data analysis occurred in January 2012.

The total number of first time participants (mostly parents) in the sessions was 552. Out of all of

the respondents (n=318), 70% completed both the pre-survey and the post-survey

questionnaire and there was 9% response rate for 6 month follow-up questionnaires. However,

only participants for January-June had been sent 6 month follow-up surveys by December.

Demographics and Other Characteristics: The majority of respondents (60%) were under the

age of 40 years. A significant amount of respondents were either Hispanic or African American

(52% of responses) and a large group of individuals were Non-Hispanic, White (42% of

responses). The majority of individuals had a college degree or some college (43%).

Participants were mainly parents but also included guardians, child care providers and

advocates. 62% of respondents were from the 4 geographic areas of interest. 53% of

respondents said they were motivated to attend the sessions to learn about eating healthier.

Results: 82% had positive comments about the sessions. A major goal was to increase

knowledge and awareness of 5-2-1-0 recommendations. From pre-assessment, there was a

statistically significant increase in awareness (+19%) and a 16% increase in knowledge that

participants had of 5-2-1-0 after the session. There was a 14% increase in participants who had

a plan to eat healthier after the workshop and a 13% decrease in the number of participants

who felt they had no confidence or support to make a change.


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Discussion: Activity sessions appear to be valuable for participants as gains were seen in

knowledge and awareness of 5-2-1-0 messages and in confidence to put goals set for healthy

living into practice. Associations made in analysis seem to justify target populations for this

intervention. Questionnaires were voluntary and self-administered, resulting in some missing

information. Surveys were completed by parents and other key adults in children’s lives. These

adults were asked a significant number of questions about their child’s habits. This method may

pose some biases in responses, as some participants may have given answers that they felt

were more favorable or a lack of knowledge of the child’s habits might have skewed results.

The response rate for first time attendees was respectable (58%) and the sample of

respondents was diverse. However, the response rate for 6 month follow-up surveys was low

despite incentives. Nonetheless, a diverse sample of respondents was evident.

Interesting results noted from analysis included correlations between demographics and

participants knowledge, habits, and practices. For 5-2-1-0 lifestyle habits, trends were noticed

with a higher rate of screen time (> 3 hours daily = 57%) and sugary drinks (>3 drinks daily =

87%) among Hispanics or African American populations. This justifies targeting these ethnic

groups for the 5-2-1-0 intervention. A correlation was noted between education level and the

intake of sugary drinks, as 75% of those with a high school diploma or less education said their

children had more than 3 sugary drinks daily. Additionally, results suggest that participants’

children ate more fruits than vegetables given the 18% difference in individuals whose children

consumed 3 or more vegetables daily compared to the same amount of fruits. Finally there

were significant changes in knowledge of 5-2-1-0 post-session, except for the recommendation

of “0”, which many confused with sugar or sugary foods.

Recommendations: More effort should be made to increase enrollment in some target

populations, i.e., residents of Greece, Gates, and Irondequoit (only 16 % of respondents were

from these regions) as well as African Americans (comprised only 17% of respondents in the

sample). Efforts to increase response rates of post-assessment and 6 month follow-up surveys

would give a more accurate representation of the effectiveness of the intervention. It may also

be beneficial to distinguish parent only sessions from “family-style” sessions to determine any

significant differences between them.


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Introduction/Background

Obesity is a major epidemic that is becoming ever more prevalent in children, aged 2-10 years,

especially children residing in the City of Rochester of Hispanic or African American descent.

In an effort to bring approximately 85% of children ages 2-10 years in Monroe County into the

healthy weight range by 2017, Greater Rochester Health Foundation (GRHF) contracted with

the Center for Community Health (CCH) to develop the Healthy Hero Outreach Project (HHOP)

as part of the “5-2-1-0 Be a Healthy Hero” campaign and to bring the HHOP to the community.

Some of the CCH’s duties included recruiting agency partners, developing the curriculum for the

Free Family Fun Activity Series—interactive educational sessions for parents and families, and

coordinating and evaluating the project. Evaluation methodology was implemented at the start

of year 2 of this 3 year project. This report summarizes findings for January-December 2011.

Description: Through interactive activity sessions, the initiative aims to increase knowledge and

awareness while empowering parents and families to build healthy habits into their daily

routines. Pre- and post-session questionnaires were distributed at the beginning and end

(respectively) of the first session a participant attended. These surveys reflected the

participant’s attitudes and practices towards healthy eating and physical activity, as well as

changes in knowledge and awareness of 5-2-1-0 recommendations after the intervention. In

addition, 6 month follow-up surveys were sent to participants to assess implementation of

action plans developed at activity sessions and retention of 5-2-1-0 learnings.

Purpose: The purpose of this evaluation is to assess the knowledge, attitudes, and practices

related to healthy eating and physical activity of participants in the “Free Family Fun Activity

Series” offered through the HHOP.

Target Audience: Key target groups for the HHOP were ethnically diverse families with children

aged 2-10 years old. A special focus was placed on Latino and African-American families, where

childhood obesity rates are higher compared to the general population. There was no set age

limit, but participants must be parents, guardians or other adults who influence children (i.e.

teachers, child care providers).

Geographic Reach: The sessions were targeted at young families in Monroe County, with

special emphasis on four geographic areas of interest: the City of Rochester, Greece,

Irondequoit, and Gates. These specific regions were selected as childhood obesity rates are the

highest here as compared to the rest of Monroe County.

Community Partnerships: Partnerships with local organizations were formed throughout

Greater Rochester Area (GRA). Outreach workers were recruited from Ibero-American Action

League, Action for A Better community, the YMCA of Greater Rochester, the Child Care Council,


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and the CCH. They were trained and resourced to deliver activity sessions in the community

until December 31, 2011. In addition, volunteers were recruited from across the GRA to work

alongside the paid outreach staff. Finally, activity sessions were delivered to parents and

families in many agencies and community venues (e.g., churches, schools, recreation centers,

public libraries and worksites).

Methodology

Recruitment: Recruitment occurred from January 2011 to December 2011. Promotional flyers

(Appendix 1) were distributed throughout Monroe County to spread the word about the

activity sessions for parents and families. Flyers were displayed in any organizations or

institutions that program coordinators felt would further attract target individuals for the

intervention. Additionally, partnerships with local agencies also provided another avenue to

recruit participants for the sessions through group meetings and word of mouth.

Educational Sessions: Two separate series of sessions were developed. One 3-part series was

for parents and/or guardians of children ages 2-10 years old. Child care providers and advocates

were also welcome to attend these activity sessions. Another 2-part series was conducted for

parents and children together (i.e., the “family-style” series). First time participants were

distinguished from those who had previously attended sessions.

A total of 77 activity sessions took place during the intervention. These were located in a variety

of settings including public libraries, YMCAs, various city schools, and worksites such as Paychex

and St. Mary’s Hospital. Sessions were led by Health Hero Outreach Workers (HOWs) and

volunteers. HOWs were selected from partner agencies to provide services for the first phase of

the project and volunteers were brought on board in 2011 to work alongside the HOWs. Each

session included hands-on activities and varied in duration. This variation was due to

differences in the session type (parent sessions vs. family sessions), the groups that were

participating, and the amount of time designated for the session, for example some took place

during the lunch hour at a worksite.

Data Collection: All questionnaires for data collection consisted of open and closed ended

questions. Most closed ended questions had an “Other” category to accommodate responses

outside of the set categories. Survey participation was voluntary and questionnaires were

generally filled out by parents, guardians and individuals with an active role in children’s lives.

At the first session a participant attended, a baseline or pre-assessment survey (Appendix 2)

was completed by them followed by a post-assessment questionnaire (Appendix 3) at the end

of this session. Finally, a 6 month follow-up survey (Appendix 4) was emailed or mailed to

participants of the activity sessions with a cover letter (Appendix 5) and a return envelope with

the offer of an incentive, (a $10 Wegmans’ gift card) for survey completion.


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Surveys included questions on participant demographics (gender, age, race/ethnicity, education

level, etc.), knowledge and awareness of “5-2-1-0” recommended guidelines, questions about

their child’s average daily intake of fruits, vegetables, sugary drinks, daily screen time and

activity, their child’s primary role model, confidence and level of support to make a healthy

change, and goals or plans to eat healthier and move more.

In total, there were 552 adults who were first time participants in the Free Family Fun Activity

sessions during 2011. There was a total of 318 participants for whom data was collected from

January 2011 to December 2011. The rate of participation by survey respondents who were

first time attendees was 58%. A total of 76% of respondents completed both the pre-survey and

post-survey. The response rate was 9% for follow-up surveys. Completion of pre-session

questionnaires, post-session questionnaires, and 6 month follow-up questionnaires was not

obligatory.

Complete anonymity was ensured to protect the identity of participants. Unique identification

numbers were given to each participant in order to pair pre- and post-session data together

whenever possible using a prize draw slip (Appendix 6). No distinct identifiers were used to pair

the feedback from the questionnaire to the participant. HIPPA confidentiality compliance was

adhered to by all parties involved in the data collection, entry and analysis portions of the

project.

Data Analysis: After data was collected, it was entered into a Microsoft ACCESS database and

translated to SAS 9.2 for data cleaning, coding and analysis. A mid-year analysis and report was

completed to assess trends in data that had been collected up to that point.

Data analysis for the full year (i.e., 2011) was completed by a graduate student enrolled in an

Masters of Public Health degree program at the University of Rochester, with guidance and

direction from the HHOP Director and Manager. Data analysis took approximately 4 weeks and

occurred after the completion of all sessions in December 2011. The analysis included data

cleaning, coding and categorizing of open ended responses from the questionnaires. Data from

closed ended questions were coded using a numerical code for each response. Distributions

and cross tabulations were developed as well as chi-squared and t-tests to determine any

significant trends within the data. Graphs, tables and pie-charts were developed in order to

make significant data trends more apparent.


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Results

I. Participant Demographics and Other Background Characteristics

Demographic and other background information was collected via pre-assessment

questionnaires. Questions included race/ethnicity, age, gender, education, city of residence,

motivation for attending sessions, role in children’s lives, most important role models for

children, and how participants heard of the HHOP.

A. Age: The age of respondents is displayed in

Figure 1. Age range at pre-assessment was 16-72

years of age. 60% of participants reported that

they were under the age of 40, which

corresponds to the age of young parents.

However, a numbers of older parents,

grandparents and other relatives who may have

been guardians, also attended sessions.

B. Gender: An overwhelming majority, about 8 out of 9 respondents, were female (88%).

C. Race/Ethnicity: Respondents

were asked to check one or

more categories that best

described their race. Those that

fell outside of these categories

were listed under “Other”. The

total (N = 300) is based on the

number of responses and is

reflected in Figure 2. The most popular ethnic identity selected by respondents was

Non-Hispanic, White (42%). Nonetheless, the majority of responses (58%) identified various

other ethnic backgrounds for participants. Hispanics accounted for one out of three responses

and Hispanics and African Americans together accounted for 52% of responses. Other

responses included Indian and Middle Eastern (1%).

D. Education: Session participants were asked to indicate

their education level and choose a response from selected

categories indicated in the frequency table seen in Table 1.

When categorizing data, “college” was coded to include

respondents with a Bachelors or Associates degree, as well as

W

1

6

-

2

9

y

e

a

r

s

=

2

4

% .33% 4%

17%

35%

1%

Amer. Indian/Pacific Isl

Asian

Hispanic

African American

Non-Hispanic White

Other

42%

Figure 2: Bar Chart of Race/Ethnicity for Participants N=300 Responses

Table 1: Education Freq Percent

Less than High School 25 8%

High school 92 30%

College (Bachelors, Associates, some college)

130 43%

Graduate degree (MS,MBA etc.) 40 13 %

Doctorate Degree (PhD, MD/DO) 5 2%

Technical School/Trade degree (cosmetology, paralegal, military)

11 4%

Total Respondents (N) 303 100%

Figure 1: Pie Graph of Participants' Ages N= 293 Respondents

30-39 years

16-29 years

50-72 years40-49

years

37%

25%

14%

24%


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those currently enrolled or with “some college.” Approximately 43% of individuals fell into the

“college” category. 39% of respondents had a high school diploma or less and 15% had a

graduate or doctoral degree.

Cross tabulation between education and race/ethnicity yielded the following results:

81% of respondents with a high school diploma or less were Hispanic or African American.

72% of those with a graduate or doctoral degree were Non-Hispanic White.

E. Place of Residence: Table 2 is a frequency table of

overall responses and percentages for residence. Almost

half of respondents surveyed said they lived in the City of

Rochester (46%). The majority of respondents (62%) were

from the four geographic areas of interest, i.e., the City of

Rochester, Irondequoit, Greece and Gates. Still, a

significant proportion of respondents selected “Other” (38%). 68% of these individuals

responded that they lived in other suburbs such as Fairport, Penfield, Webster, and Chili.

Cross tabulation between residence, race/ethnicity and education yielded the following results:

83% of participants who lived in the City of Rochester were Hispanic or African American.

87% of participants who had a college, doctoral, or graduate degree lived in “Other” which

consisted mainly of respondents from the “other” suburbs.

63% living in the City of Rochester had a high school diploma or less education.

F. Motivation: Figure 3 illustrates a pie chart of responses for motivation to attend the Healthy

Hero series. As multiple answers were selected, the question was coded based on the number

of responses. The most frequent motivation given for attending the Healthy Hero sessions was

to learn about eating healthier (20% of responses) and it was mentioned by 53% of

respondents. 18% of responses related to being motivated to attend sessions in order to help

children around them to be healthier. Other responses included “hearing from a friend”,

“group,” “thought it would be interesting” and “something to do.”

Figure 3: Motivation to Attend Eating Healthier (A)

Physically Active (B)

Help Children Around Me to be Healthy ( C)

Work (D)

Child to Eat Healthy (E)

Healthy Routines for Family (F)

Child to be Active (G)

Community Program (H)

School (I)

Other (J)N= 767 Responses

20% (A)

14% (B)

18% (C)

3% (D)

16% (E)

16% (F)

10% (G)

1% (H)

1% (I)

1% (J)Healthy Hero Sessions

Table 2: Residence Frequency Percent

City of Rochester 140 46%

Irondequoit 14 5%

Greece 4 1%

Gates 30 10%

Other Suburbs 114 38%



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G. Primary Role in Children’s Lives: Table 3 summarizes

how respondents portrayed their primary role in children’s

lives. Responses were coded and additional categories

were developed to code responses in the “Other”

category. The most popular response given was that their

primary role was being a parent (67% of responses). Other

frequently cited family roles were grandparent (7%) and

“other relative” (6%). 1 out of 2 individuals that

responded “other relative” said that their primary role was being an aunt.

H. Role Model: Respondents were asked in pre- and post-assessment to identify their child’s

primary role model in an open ended question. The responses were consistent in that parents

were most frequently viewed as the primary role model for pre-assessment (90%) and post-

assessment (89%), depicting no statistically significant change after the educational

intervention (n= 122, t-statistic = 0, p-value < 1.000). 5% of respondents said the primary role

model was another relative (i.e. aunt, sister, uncle). Other responses included “advocate” and

“friend.”

I. How Heard of Healthy Hero: In the pre-assessment, respondents were asked how they heard

of the Healthy Hero activity sessions. Answers were coded based on responses. Results depict

an eclectic mix of answers. 20% of responses identified a commercial or TV as the way

participants had heard of the sessions. Flyer (15%), website (17%), and email (12%), were other

forms of media that respondents mentioned frequently for how they heard of the sessions.

II. 5-2-1-0 Lifestyle Habits of Participants’ Children

Participants with children ages 2-10 years of age were asked

to respond about their child’s eating and activity habits in

open ended questions on the pre-assessment survey.

Answers to specific questions about their child’s daily intake

of fruits and vegetables, sugary beverages, daily screen time

and activity are summarized in Table 4 and Figures 4 - 7.

A. 5 Fruits and Vegetables Daily: It is recommended that

growing children eat at least 5 fruits and vegetables every

day. Table 4 portrays the results of the question “How many

fruits and vegetables does your child consume daily?” 43%

of individuals said their children had 3 or more fruits daily,

whereas 25% said that their children had 3 or more

vegetables daily, suggesting a lower consumption of

vegetables compared to fruits.

Table 3: Primary Role Freq. Percent

Parent 247 67%

Friend 34 9%

Grandparent 26 7%

Child Care Provider 29 8%

Health & Human Service 4 1%

Other relative 23 6%

Other 6 2%

Total Responses (N) 369 100%

Table 4: Daily Intake of Fruits and Daily Intake of Vegetables for

Participants’ Children Total Fruits/day Freq. Percent

0 3 2%

1 31 15 %

2 83 40%

3 53 26%

4 or more 35 17%


Total Vegetables/day Freq. Percent

0 19 9 %

1 55 27%

2 76 38%

3 39 19%

4 or more 12 6%



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Coded answers from fruits and vegetables were added together to obtain the total daily

consumption of fruits and vegetables for participants’ children. Results are illustrated in Figure

4 and are compared to the recommendation of 5 fruits and vegetables daily. It can be noted

that the total sum does not reflect the respondents’ individual fruit and vegetable intake and it

cannot be determined from this data which is consumed more. Based on analysis of data, 43%

of respondents said their children met the recommended guideline of consuming 5 or more

fruits and vegetables daily. Furthermore, the majority of individuals (59%) said their children

had between 3-5 servings of fruits and vegetables daily.

B. 2 hours of Screen Time: Participants were asked to provide their child’s daily screening of TV,

computers, or video games in minutes and hours. Answers were coded, categorized into ranges

and illustrated in Figure 5. 71% of individuals responded that their child had 2 hours or less of

screen time daily, meeting the recommended guideline. The majority of respondents (64%) said

their children had an average of 1-3 hours of screen time daily and 13% of respondents said

that they had less than 1 hour of screen time daily.

Cross tabulation of daily screen time and demographics revealed the following significances:

57 % of respondents whose children had more than 3 hours of screen time daily were

Hispanic or African American.

72% of respondents who said their children viewed screens for more than 4 hours a day had

a high school diploma or less education.

29%

71%

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160

more than 2

2 or less

Frequency

Dai

ly S

cre

en

Tim

e

(Ho

urs

)

Figure 5: Daily Screen Time of Participants' Children Compared to Guideline N=208 Respondents

43%

27%

16%

8%

6%

0 10 20 30 40 50 60 70 80 90

5 or more

4

3

2

1

Frequency

Dai

ly F

ruit

s &

Ve

ggie

s (#

)

Figure 4: Total Fruits and Vegetables Consumed Per Day by Participants' ChildrenCompared to Guideline

N=200 Respondents


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C. 1 hour of Physical Activity/Active Play: Participants were asked how many hours/minutes of

active play their child received daily. Answers were coded into ranges which can be seen in

Figure 6, a bar graph of actual activity compared with recommended guideline. 61% of

respondents had between 1-3 hours of active play time daily and 3% said their child had no

daily physical activity. It should be noted that 87% of respondents said their children fell within

the recommended range.

Cross tabulation of 5-2-1-0 lifestyle habits and demographics yielded the following results:

62% of those with a graduate or doctorate degree responded that their children had

between 0-2 hours of activity daily.

88% of African Americans and Hispanics responded that their children had greater than 4

hours of activity daily.

D. 0 Sugary Drinks: Respondents were asked to provide the number of sugary drinks their child

consumed daily. Responses were coded into ranges. 8% of individual said that their child had 3

or more sugary drinks daily. Frequencies and actual values compared with recommended

values are shown in Figure 7. It can be noted that 55% of respondents said their children met

the recommendation of 0 sugary drinks or sweetened beverages daily.

Cross tabulation of daily consumption of sugary drinks with demographics yielded the following results: 87% of those whose children had 3 or more sugary or sweetened drinks daily were Hispanic

or African American. 77% of those with a graduate or doctorate degree had said their children had 0 sugary

drinks daily. 75% of those whose children had 3 or more sugary drinks had a high school diploma or less

education.

87%

13%

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180

1 or more

less than 1

Frequency

Dai

ly A

ctiv

e P

lay

(ho

urs

)

Figure 6: Daily Active Play Time for Participants' Children Compared to Guideline N=205 Respondents

5%

3%

12%

21%

4%

55%

0 10 20 30 40 50 60 70 80 90 100 110 120

> 4

3-4

2-3

1-2

0-1

0

Frequency

Dai

ly S

uga

ry D

rin

ks

(#)

Figure 7: Daily Consumption of Sugary Drinks for Participants' Children Compared to Guideline N=203 Respondents


13

III. Paired Data Results

A. 5-2-1-0 Awareness Pre- and Post-Assessment: Participants were asked “Have you ever

heard of ‘5-2-1-0 Be a Healthy Hero’?” 78% responded “Yes” in pre-assessment and 97% in

post-assessment depicting an increase in awareness after the session. This increase was

statistically significant (n=181, t-statistic = -6.452, p-value of <.0001). It should be noted that

actual knowledge and awareness of 5-2-1-0 may be higher or lower as there is a smaller sample

size for post-assessment versus pre-assessment (n =197 vs. n =289).

Cross tabulation of awareness of 5-2-1-0 with demographics yielded the following results:

60% of those who responded “No” to having heard of 5-2-1-0 in pre-assessment had a high

school diploma or less education.

63% of those who responded “No” to having heard of 5-2-1-0 pre-assessment were

Hispanics or African Americans.

B. Pre- and Post-Knowledge of 5-2-1-0 Recommendations: Participants were asked in pre- and post-session

questionnaires what the numbers “5-2-1-0” signified to

assess their knowledge of these recommendations.

Responses were in an open ended format and then

categorized. Percent changes for knowledge of 5-2-1-0 (i.e.,

correct answers) can be seen in Table 5. The biggest

increase in knowledge at post-assessment was for the

meaning of “2” (26%) and “1” (20%). Many participants

categorized “0” as sugar instead of sugary beverages (22%)

and this knowledge did not change post-session. It should be noted that 63% of respondents

who were aware of 5-2-1-0 also correctly identified each of the numbers.

Two sample paired t-tests were conducted to determine any statistically significant changes in

knowledge from pre- to post-assessment. There was a statistically significant change in

knowledge of the meaning of “5” (n=145, t-value= 4, p-value = <.0001, mean = .1931), the

meaning of “2” (n=124, t-value = 6.4, p-value = <.0001, mean = .4), and the meaning of “1” (n =

145, t-value = 5.2, p-value = <.0001, mean = .26). These statistics therefore indicate that the

information session did increase knowledge within the sample population. In contrast, there

was not a statistically significant change in knowledge of the meaning of “0” from pre- to post-

assessment (n=118, t-value = 3.43, p-value = .0008, mean = .2).

Table 5: Percentages for 5-2-1-0

Knowledge (correct responses)

Pre 5-2-1-0 Post 5-2-1-0 % change

5. 82% N=166

91% N=203

+ 9 %

2. 70% N=123

96% N=210

+26%

1. 77% N=134

97% N=210

+20%

0. 71% N=122

77% N=164

+6%


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Cross tabulation between demographics and knowledge of 5-2-1-0 recommendations revealed

the following significances:

49% of those with a high school diploma correctly identified “0,” compared to 80% of those

with a college degree.

65% of those who were not able to define “0” correctly were Hispanic or African American.

C. Benefits of Eating Well and Moving More: Participants were asked “How can eating well and

moving more help your family? “Answers from the open ended question were coded and

categorized. 45% of the total responses were “to be

healthy,” which included any response that mentioned

a healthier lifestyle or prevention of disease.

Additionally, 23% of pre-assessment and 20% of post-

assessment responses mentioned that eating well and

moving more could help their family to lose weight,

prevent obesity, or to be physically fit. There was very

little variation in responses for pre- and post-

assessment (1-3% change).

Participants were additionally asked if they had a plan to help their family eat well and move

more. There was an increase in participants responding that they had a plan to eat well (+14%)

and move more (+7%) after the session, as can be seen in Table 6.

D. Confidence and Support: Participants

were asked how much confidence and

support they felt they had to make a

change. This was a closed ended question

and a 5 point Likert scale was used to

measure responses for pre- and post-

assessment. Results can be seen in

Table 7.

0% of individuals said they had no

confidence in making a change in pre-

and post-assessment. In the post-assessment there was a 13% decrease in the percentage of

individuals who felt they had little to no support and confidence for making a change.

Table 6: Plan to Eat Well and Move More Do you currently have a plan to help your family……

Pre- Asst.

Post- Asst.

% Change.

YES Yes

move more (i.e. playing outside every weekend)?

69% 83% +14%

eat well (i.e. eating healthy dinners five nights a week)?

78% 85% +7%

% Change move vs. eat

9% 2%

Total Respondents (N) 212 164

Table 7: Support and Confidence to Make a Change How much support do you feel you have for making changes to help your family eat well and move more?

No support- some support

Moderate support

A lot of support

Pre-assessment (N =214) 43% 25% 33%

Post-assessment (N = 164) 30% 34% 36%

% change -13% +9% +3%

How confident do you feel about making changes to help your family eat well and move more?

Not Confident-Somewhat Confident

Confident Very Confident

Pre-assessment (N = 214) 35% 32% 33%

Post-assessment (N = 163) 22% 36% 42%

% change -13% +4% +9%


15

Cross tabulation of confidence and support responses with demographics had the following

significances:

• 75% of those who said they had a lot of confidence in making a change on the pre-

assessment consisted of Hispanics and African Americans (63%).

• There was a 60% decrease in the number of Hispanics that felt they had no support in

making changes by the post-assessment.

IV. Post-Assessment Goals for Healthy Eating and Active Play

A. Goals in Healthy Eating Plan: Participants were asked in a closed ended question on the

post-session questionnaire to share their goals for their healthy eating plan. Answers were

coded based on the number of responses. The majority of individuals (60%) said that their main

goal was to have a healthy eating pattern. 25% had a goal to spend more time with family

doing fun food activities. Other responses included having “daycare kids eating healthier” and

“sharing with grandchildren’s parents.”

B. Goals in Active Play Plan: Similarly, respondents were asked about their goals for an active

play plan. The majority of individuals said that they wanted to “build active play into family

routines without spending a lot of money” (37%). Additional responses included wanting to

spend more time with family doing active play together (34%) and “I want to run upstairs

without getting out of breath” (19% of responses). Other responses from participants included

“ways to play in winter weather,” “jogging”, “walk the dogs” and “yoga.”

C. Steps to Healthy Eating: Respondents were asked to select steps for healthier eating.

Responses to the question were coded and categorized based on the actual number of

responses. 34% said that they would involve their children in preparing meals and snacks and

“offering my child a variety of healthy foods” (29%). Other responses included preparing at

least 2 healthy meals each day for their family (23%) and drinking more water and less sugary

beverages (30%). 34% of responses were categorized as eating more fruits and vegetables daily.

D. Steps to Moving More: Similar to healthy eating, respondents were asked about their mini-goals for staying active. The majority of respondents (52 %) said their mini-goal was “staying active for 30 minutes/day” and 43% said “engaging in active play with their child daily.”

V. 6 Month Follow-Up Results Follow-up forms were sent to all individuals who attended the Free Family Fun Activity Series

and completed pre- and post-assessment questionnaires from January-June 2011 (N=134).

Individuals were asked to return the completed survey in a pre-paid envelope to receive an

incentive, a $10 Wegmans’ Gift Card. Twelve completed surveys were returned, a response rate


16

of 9%. Due to the small sample of follow-up surveys and the fact that some surveys could not

be paired with their pre- and post-questionnaire responses, only brief descriptive data

highlights for respondents are provided below:

100% accurately defined health messages connected with the numbers “5”, “2” and “1” and

90% accurately defined the “0” health message. The lower comprehension of the “0”

message corresponds to post-assessment results.

56% responded that their child had 3 or more fruits daily while only 2 out of 9 respondents

consumed 3 or more vegetables daily. This was similar to pre-assessment results where

there was a lower daily consumption of vegetables as compared with fruits reported for

participants’ children.

When fruit and vegetable consumption was combined, 56% of respondents’ children had 5

or more fruits and vegetables daily, which met the recommended guideline. In addition,

70% of respondents said they ate 5 fruits and vegetables every day ‘sometimes’ or ‘usually’

and 100% said their children did as well.

90% said their children has 2 hours or less of screen time daily, which meets the

recommended guideline. In addition, 50% of respondents said they limited screen time to 2

hours ‘always’ or ‘usually’ and 67% said their children did too.

89% of individuals responded that their child was active for 1 or more hours each day as

recommended. In addition, 60% of adults said they were active at least 30 minutes every

day ‘always’ or ‘usually’ and 100% said their children were too.

70% of individuals responded that they had 0 sugary drinks daily as recommended. In

addition, 80% of adults respondents said they ‘always’ drank more water and low fat milk

and less soda or juice and 75% said their children did too.

100% of individuals felt that they had ‘moderate support’ to ‘a lot of support’ to make

changes and 91% of individuals felt ‘somewhat confident’ to ‘very confident’ about making

changes.

64% said they had a plan to help their family move more and 91% said they had a plan to

help their family eat well.

These statistics suggest that 6 months after the intervention, the recommended 5-2-1-0

guidelines were being implemented in the lives of some of the Free Family Fun Activity Series

participants and their children. Implementation of guidelines may have been aided by the goal

setting exercises respondents completed in the sessions as well as the confidence and sense of

support they possessed for implementing their healthy eating and active play plans.


17

Respondents were asked in the 6 month follow-up what mini goals they had taken for healthy

eating. 90% of respondents said that they had turned the TV off during mealtimes and while

their child was doing homework, 90% said that they have offered their child a variety of healthy

foods and that they had at least 1 meal with their child daily. When asked what mini-goals they

had for moving more, the majority mentioned they had complimented their child for being

active (78%) and they were finding out their family’s preferences for being active (78% of

responses).

Discussion

I. Strengths and Limitations

A. Sampling: Pre-assessment, post-assessment and 6 month follow-up surveys were completed

voluntarily. The characteristics of the respondents who provided the feedback and compose the

sample population may not accurately represent all of the first time participants of the Free

Family Fun Activity Sessions. Those who chose to fill out the feedback forms may have been

more enthusiastic about the program than those who did not fill out the questionnaires.

Additionally, individuals who chose to fill out the follow-up survey form and return it may have

been more drawn to the gift card incentive.

There was no control group, which poses a limitation as it may be difficult to determine the

true level of 5-2-1-0 knowledge and awareness that was received through the activity sessions.

Nonetheless, there was much strength in the sample of participants and feedback was from a

variety of perspectives, age ranges (16-72 years), race/ethnicities, education levels, and

locations throughout the Rochester region. The majority of respondents were Hispanics and

African Americans and residents of the City of Rochester, Irondequoit, Greece and Gates, which

were the target populations for this initiative. Nonetheless, efforts should be made to better

represent some target groups with lower sample populations, e.g., African Americans (only 17%

of respondents) and residents of Gates, Greece, and Irondequoit (< 20% of respondents).

Variations in settings where workshops took place may have influenced the demographics of

the sample (i.e., the high number of Non-Hispanic Whites surveyed at Paychex and the large

proportion of participants that resided in “other suburbs” such as Brighton, Fairport, Penfield

and Webster). Additionally, there may have been variations in the leaders and how the

workshop sessions were conducted which may have influenced the knowledge and awareness

of respondents.

Although a significant amount of paired data was received to monitor trends of knowledge and

awareness from the intervention, lack of data made it difficult to note the significance of

potential correlations and trends especially in 6 month follow-up surveys which had a low


18

response rate (9%). Efforts to increase response rates of post-assessment and 6 month follow-

up surveys would give a more accurate representation of the effectiveness of the intervention.

B. Questionnaire: The pre-assessment, post-assessment and 6 month follow-up questionnaires

were utilized to collect data on participant perspectives. These were developed by the Center

for Research Support, individuals with expertise in the field, and a collaborative approach was

used in order to make questions generalizable. A strong aspect of these questionnaires was that

they consisted of both closed and open ended questions. Closed ended questions helped to

guide the participant when answering questions, and were easier to code and categorize for the

analysis. Open ended questions allowed the respondent to freely comment on their own

individual perspective. Almost all questions had an “other” section that allowed for this and

decreased the likelihood of bias in responses. Thus, having a variety of different types of

questions was beneficial to accurately reflect each participant’s perspective.

Questionnaires were self-administered which was beneficial in eliminating potential interviewer

biases. Nonetheless, it increases the likelihood of incomplete questionnaires as well as

potentially having questions be misunderstood by some individuals. Correct responses to 5-2-1-

0 in pre-assessment, post-assessment and 6 month surveys may be due to access to definitions

when completing surveys, and thus it is difficult to gage the true knowledge of 5-2-1-0 from the

data. Furthermore, questionnaires were completed by parents/guardians describing their

child’s behaviors. Biases may exist in the responses parents gave. For example, parents may

have mentioned that their child had certain health practices to make responses seem more

favorable. Also, lack of knowledge of their child’s actual health behaviors may have skewed

participant responses. Hence, without directly measuring the respondents’ health behaviors

and their children’s as well, the data can only give us a glimpse of the family’s health practices.

II. Value of Results

Overall, 86% individuals said they liked the sessions and 86% had positive comments about the

session leader. 39% of individuals (N=201) said that they liked learning new things and that the

session was informative. 1 out of 4 individuals said that the session was “enjoyable” and that

they liked having fun and playing activities and games. Additionally, the initiative was intended

to increase knowledge and awareness and this was evident with a 26% increase of awareness

and a 6 - 26% increase in knowledge of 5-2-1-0 recommendations. It can be noted that although

there was a smaller sample of total post-assessment respondents (N=235) versus pre-

assessment respondents (N= 306), there was up to a 55% increase in response rates of 5-2-1-0

recommendations in post-assessment. This may be due to respondents having more knowledge

of the guidelines after the intervention, and therefore feeling more confident in answering the

question. There was additionally a 13% decrease in individuals who felt that they had little to

no support or confidence in making a change post-intervention.


19

III. Discussion Highlights

The analysis showed some significant trends within the data based on demographic

characteristics. For example, there was an apparent correlation between race and education as

81% of those with a high school diploma or less education were Hispanic or African American.

Furthermore, the analysis found an -18% difference between participants’ children who

consumed 3 or more vegetables as compared to fruits, which suggests a lower daily intake of

vegetables than fruits. There was no major correlation between intake of fruits and vegetables

and race/ethnicity. Consumption of sugary drinks correlated to education as 75% of those

whose children had 3+ sugary drinks had a high school diploma or less education.

There was an apparent correlation between screen time and daily intake of sugary drinks with

demographics. 82% of those that responded to having watched 4 or more hours of screen time

daily, and 87% of those that responded to consuming 3 or more sugary drinks daily were

Hispanic or African American. This justifies targeting these populations for the HHOP.

Recommendations

A. Data Collection: There was an unequal number of paired questionnaires from pre- and post-

assessment as well as 6 month surveys. It may be beneficial to emphasize the importance of

receiving this information from participants and adjusting the incentives to make completing

evaluation forms more appealing to participants which may increase response rates. There

should additionally be an improved survey collection method to decrease or eliminate the rate

of unpaired pre-assessment, post-assessment and follow-up questionnaires. Efforts to increase

response rates of post-assessment and 6 month follow-up surveys would give a more accurate

representation of the effectiveness of the intervention.

Although the majority of the sample population was from the target populations, to increase

this rate still further it may be appropriate to focus on high need areas of Monroe County, e.g.,

the City of Rochester. Having a larger sample of individuals from the target population would

make certain demographic trends more significant. In the second half of the year, there was a

large number of individuals that were surveyed from Paychex which led to a higher number of

Non-Hispanic White respondents as opposed to Hispanic or African American participants. This

illustrates that the demographics can vary based on the location where sessions are taking

place.

Finally, it may be beneficial to distinguish surveys that were distributed during parent only

sessions and parent/child or family sessions. This may help to better understand the

reactionary comments of participants in both sessions and to tailor future sessions to address

specific comments.


20

B. Knowledge of 5-2-1-0: When asked questions on knowledge and awareness of 5-2-1-0,

several individuals who had answered correctly said that they had noticed the answer from

banners that were hung around the activity session area, which may have affected the results.

In order to more accurately measure pre- and post-session knowledge, it may be beneficial to

make such informational forms of media less apparent.

C. Comments: Several individuals made comments that the paperwork should be in Spanish.

Since the questionnaires were only translated into Spanish by March, participants in the first

few months would not have had access to these forms. Additionally, a few respondents

commented that the session was lengthy or too short or that there was too much paperwork.

Although paperwork was necessary in order to measure the change in knowledge, completing

pre- and post-assessments may have been particularly problematic for shorter sessions, e.g.,

worksite sessions and family style sessions, which may have contributed to participant

difficulties with survey completion. Nonetheless, it may be beneficial to consider changes to

the evaluation forms and/or process to reduce the participant burden.


21

Appendix 1: Free Family Fun Activity Series Flyer


22

Date: _______/_______/_______ ID #: ____________

BeAHealthyHero.org Session Location:______________________

Background First, we would like to know a little about you.

1. How old are you? ____________ Years old. 2. What is your gender? 1 Male 2 Female 3. What is your highest level of education?

1 Less than high school 4 Graduate Degree (MS, MBA,

etc)

7 Associate Degree

2 High School 5 Doctorate Degree (PhD,

MD/DO)

8 Technical School/Trade

Degree

3 College (BA/BS) 6 Other: __________________

4. What is your race/ethnicity?

1 Hispanic, White 4 Non-Hispanic, African

American

7 Other: __________________

2 Non-Hispanic, White 5 American Indian, Alaskan native, Pacific Is.

3 Hispanic, African American 6 Asian

5. How did you hear about the Healthy Hero series?

1 Email 3 Greater Rochester Health Foundation website

5 Information from Agency website ______________

2 Center for Community Health

4 Flyer 6 Other: __________________

6. What motivated you to attend the Healthy Hero series? (check all that apply)

I want to learn about eating healthier I want to learn about ways to be more physically active

I want to help children around me to be healthier I was told to attend by my work I want to add healthier routines into my family’s life.

I want my child(ren) to eat healthier I want my child(ren) to be more active Other: ______________________

Appendix 2: Pre-Assessment Survey


23

7. What is your primary role in children’s lives? (check all that apply)

I am a Parent I am a Friend Other:________________

I am a Grandparent I am a School Teacher

Other Relative:___________ I am a Child Care Teacher

8. Where do you live?

Healthy Hero Next, we would like to understand your familiarity with the “5-2-1-0 Be a Healthy Hero” campaign. 10. Have you ever heard of “5-2-1-0 Be a Healthy Hero”? (circle 1) Yes No

11. What do the numbers in 5-2-1-0 stand for?

5

2

1

0

For Parents of 2 to 10 Year Old Children Only We would also like to learn about your family’s eating and activity habits.

12. ON most days, how many hours of “screen time” does your child have (which includes watching TV, playing video games or using a computer)? _________ HRS. _________ MIN.

(zero if no hrs.) (zero if no min)

13. ON most days, how many fruits and vegetables does your child eat? (e.g., apple, orange, carrot or celery sticks)? _________ Fruits _________ Vegetables

(zero if no fruits) (zero if no vegetables)

14. ON most days, how many sugary drinks (e.g., soda, Kool Aid) does your child have? __________ Sugary drinks (zero if no sugary drinks)

15. ON most days, how many hours of active play does your child engage in (e.g., running, biking,

playing hop scotch or a sport)? _________ HRS. _________ MIN. (zero if no hrs.) (zero if no min)

16. How can eating well and moving more help your family?________________________________

17. Who is your child’s first and most important role model? ___________________________

18. Do you currently have a plan to help your family eat well (e.g., eating healthy dinners five nights a week)? (circle 1) Yes No

1 City of Rochester 3 Gates 5 Other:________________

2 Greece 4 Irondequoit


24

19. Do you currently have a plan to help your family move more (e.g., playing outside every

weekend)? (circle 1) Yes No

20. How much support do you feel you have for making changes to help your family eat well and move more? (circle the number that shows how you feel)

No support Some support A lot of support 1 2 3 4 5

21. How confident do you feel about making changes to help your family eat well and move more? (circle the number that shows how you feel)

Not confident Somewhat confident Very confident 1 2 3 4 5


25

Date: _______/_______/______ ID #: ____________


Healthy Hero- Please tell us about your understanding of the “5-2-1-0 Be a Healthy Hero” campaign.

1. Have you ever heard of “5-2-1-0 Be a Healthy Hero”? (circle 1) Yes No

2. What do the numbers in 5-2-1-0 stand for? 5 2 1 0

Goals- We would also like to learn about your Healthy Hero goals that you put together during the activity session. Healthy Eating Plan: 3. Please share with us your goal in your healthy eating plan: (check 1)

1 I want to have a healthy eating pattern.

2 I want mealtimes in my home to be happy family times.

3 I want to spend more time with my family doing fun food activities together.

4 Other: ____________________________________________

4. What steps or mini-goals will you take to achieve your goal? (check your top 3 ) I will prepare at least 2 healthy meals each day for my family

I will involve my child in preparing meals and snacks

I will offer my child a variety of healthy foods

My family will have at least 1 meal together each day

I will turn TV off at mealtimes and while my child is doing homework

I will help my family to be creative with the food we serve and the way we present our food

I will compliment my child at mealtimes

I will eat 5 fruits and vegetables every day

I will try 1 new healthy food each week I will drink more water and low-fat milk and less of soda, juice and other sugary drinks

Other:____________________________________________________

Active Play Plan: 5. Please share with us your goal in your active play plan: (check 1)

1 I want to run up stairs without getting out of breath.

2 I want to build active play into my family’s routines without spending a lot of money.

3 I want to spend more time with my family doing fun active play together.

4 Other: ____________________________________________

6. What steps or mini-goals will you take to achieve your goal? (check your top 3 )

I will be active at least 30 minutes every day

I will involve my child in household chores that help them move more

I will limit my child’s screen time to 2 hours per day

Appendix 3: Post-Assessment Survey


26

I will walk or do active play with my child every day

I will compliment my child for being active

I will be creative with using household items for active play

I will give my child activity gifts for special occasions like birthdays

I will find out how each member of my family likes to be active

I will try 1 new physical activity each week I will set up an active play area in my home Other:____________________________________________________

For Parents of 2 to 10 Year Old Children Only (Everyone else, please skip to QUESTION 13)- We would also like to learn about your family’s eating and activity habits.

7. How can eating well and moving more help your family?________________________________

8. Who is your child’s first and most important role model? ___________________________

9. Do you currently have a plan to help your family eat well (e.g., eating healthy dinners five nights a week)? (circle 1) Yes No

10. Do you currently have a plan to help your family move more (e.g., playing outside every

weekend)? (circle 1) Yes No

11. How much support do you feel you have for making changes to help your family eat well and move more? (circle the number that shows how you feel)


12. How confident do you feel about making changes to help your family eat well and move more? (circle the number that shows how you feel)


Feedback- Finally, we are interested in your feedback about the 5-2-1-0 activity sessions/ program.

13. What did you like about the activity session today?

14. What didn’t you like about the activity session today?

15. On a scale of 1 to 5, how would you rate the activity session leader?

Needs more practice Did an adequate job Was an excellent presenter 1 2 3 4 5


27

16. On a scale of 1 to 5, how would you rate your enjoyment of the activity session?

Not enjoyable Somewhat enjoyable Very enjoyable 1 2 3 4 5

17. Other comments:

Thank you!


28

Date: _______/_______/_2011_ ID #: ____________


You attended one or more Healthy Hero activity session about 6 months ago. We are interested in following up on some of the areas discussed in the activity session(s). This survey is for parents and guardians of 2 to 10 year old children ONLY. If you are a parent or guardian of 2 to 10 year old children, please complete this survey and return it to us in the postage paid envelope provided. If you are not a parent or guardian of 2 to 10 year old children, please do not complete this survey.

Healthy Hero

First, we would like to understand your familiarity with the “5-2-1-0 Be a Healthy Hero” campaign.

1. What do the numbers in 5-2-1-0 stand for?

5

2

1

0 Family Habits- We would also like to learn about your family’s eating and activity habits in the past 6 months.

2. ON most days, how many hours of “screen time” does your child have (which includes watching TV, playing video games or using a computer)? _________ HRS. _________ MIN.

(zero if no hrs.) (zero if no min)

3. ON most days, how many fruits and vegetables does your child eat? (e.g., apple, orange, carrot or celery sticks)? _________ Fruits _________ Vegetables

(zero if no fruits) (zero if no vegetables)

4. ON most days, how many sugary drinks (e.g., soda, Kool Aid) does your child have? __________ Sugary drinks (zero if no sugary drinks)

5. ON most days, how many hours of active play does your child engage in (e.g., running, biking,

playing hop scotch or a sport)? _________ HRS. _________ MIN. (zero if no hrs.) (zero if no min)

6. Do you currently have a plan to help your family eat well (eg., eating healthy dinners five nights a week)?

1Yes 0 No

7. Do you currently have a plan to help your family move more (eg., playing outside every weekend)?

1Yes 0 No

Appendix 4: 6 Month Follow-Up Survey


29

8. On a scale of 1 to 5, with 1 being “no support” and 5 being “a lot of support”, how much support do you feel you have for making changes to help your family eat well and move more?


9. On a scale of 1 to 5, with 1 being “not confident” and 5 being “very confident”, how confident do you feel about making changes to help your family eat well and move more?


Goals- We would also like to learn about your Healthy Hero goals that you put together during the activity session. Healthy Eating Plan:

10. Please share with us your goal in your healthy eating plan: (check 1)

1 To follow a healthy eating pattern.

2 To make mealtimes in my home happy family times.

3 To spend more time with my family doing fun food activities together.

4 Other: ____________________________________________

a. Have you achieved this goal? 1Yes 0 No

11. What steps or mini-goals have you taken to achieve your goal?

Adult Comments

a. I have prepared at least 2 healthy meals each day for my family.

1Yes 0 No

b. I have involved my child in preparing meals and snacks.

1Yes 0 No

c. I have offered my child a variety of healthy foods.

1Yes 0 No

d. My family has at least 1 meal together each day.

1Yes 0 No

e. I have turned TV off at mealtimes and while my child is doing homework.

1Yes 0 No

f. I have helped my family to be creative with the food we serve and the way we present our food.

1Yes 0 No

g. I have complimented my child at mealtimes.

1Yes 0 No


30

In the past 6 months, how often have you and your child….

a. Adult b. Child

12. Eaten 5 fruits and vegetables every day. 1Always

2Usually

3 Sometimes

4 Never

1Always

2Usually

3 Sometimes

4 Never

13. Tried 1 new healthy food each week. 1Always

2Usually

3 Sometimes

4 Never

1Always

2Usually

3 Sometimes

4 Never

14. Drank more water and low-fat milk and less of soda, juice and other sugary drinks.

1Always

2Usually

3 Sometimes

4 Never

1Always

2Usually

3 Sometimes

4 Never

15. Other:______________________________________ 1Always

2Usually

3 Sometimes

4 Never

1Always

2Usually

3 Sometimes

4 Never

Active Play Plan: 16. a. Please share with us your goal in your active play plan: (check 1)

1 To run up stairs without getting out of breath.

2 To build active play into my family’s routines without spending a lot of money.

3 To spend more time with my family doing fun active play together.

4 Other: ____________________________________________

b. Have you achieved this goal? 1Yes 0 No

17. What steps or mini-goals have you taken to achieve your goal?

In the past 6 months…

Adult Comments

a. I have involved my child in household chores that help them move more.

1Yes 0 No

b. I have walked or done active play with my child every day.

1Yes 0 No

c. I have complimented my child for being active.

1Yes 0 No

d. I have been creative with using household items for active play

1Yes 0 No


31

e. I have given my child activity gifts for special occasions like birthdays

1Yes 0 No

f. I will find out how each member of my family likes to be active

1Yes 0 No

g. I will set up an active play area in my home

1Yes 0 No

h. Other:_______________________________________

1Yes 0 No

In the past 6 months, how often have you and your child….

a. Adult b. Child

18. Been active at least 30 minutes every day. 1Always

2Usually

3 Sometimes

4 Never

1Always

2Usually

3 Sometimes

4 Never

19. Limited screen time to 2 hours per day. 1Always

2Usually

3 Sometimes

4 Never

1Always

2Usually

3 Sometimes

4 Never

20. Tried 1 new physical activity each week.

1Always

2Usually

3 Sometimes

4 Never

1Always

2Usually

3 Sometimes

4 Never

21. Other:_____________________________________ 1Always

2Usually

3 Sometimes

4 Never

1Always

2Usually

3 Sometimes

4 Never

Thank you for your time.

Please return your completed survey in the postage paid envelope provided. You will receive a

Wegmans gift card for $10 for returning this survey. Don’t forget to write your name and address on

the return envelope provided.


32

CENTER FOR COMMUNITY HEALTH

Dear

You attended a Healthy Hero activity session about six months ago. Congratulations on taking this step

towards better health for you and your family. You are a Healthy Hero!

We are interested in following up on some of the areas discussed at the Healthy Hero session. A survey

is enclosed for parents and guardians of 2 to 10 year old children. If you are a parent/guardian of 2 to

10 year old children, would you please complete the survey and return it to us in the envelope provided.

Please make sure you complete all 4 pages. No postage is necessary. As a thank you for completing

this survey, you will receive a Wegmans gift card for $10.

If you have any questions, please feel free to contact me. Thank you for helping us by completing this

survey!

Sincerely,

Marcia Middleton Healthy Hero Outreach Project Manager Center for Community Health University of Rochester Medical Center 46 Prince Street Rochester, NY 14607 Ph. 585-224-3058 E-mail: [email protected]

The Healthy Hero Outreach Project is an initiative of Greater Rochester Health Foundation as part of the 5-2-1- 0 Be A Healthy Hero

campaign. GRHF has contracted with the Center for Community Health to bring this effort into the community.

Appendix 5: 6 Month Follow-Up Cover Letter


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Please write your name below to be entered in a draw for a PRIZE today!

Appendix 6: Prize Draw Slip


34

A list of some of the additional comments from respondents on sessions

keep up good work

A great program, wish it had been attended by more people

Enjoyed being around family and in a group setting

Everything was very good

Everything was very good and very nutritious (?)

I can't wait to come back.

I did learn something new today, thank you

I enjoyed myself and I can't wait till the other session

I had a good time. I didn't try the treat but I WILL make it for my kids

I liked that my kids learned about being active and the benefits of being active from someone other than us

I look forward to the next session

I really enjoyed myself and it was very informative and helpful. Thank you for the hard work.

Learned a lot about healthy eating

Make the info session more fun!

More workshops to Spanish speaking people because it's incredible how we learn with it.

Paper work should in spanish. This is hispanic community and there is no american people.

Really had fun and was informed with new stuff.

Thank you for an enjoyable time

Thank you so much! Looking forward to next session :)

Thank you, because I learned how to be able to pre-pare good and healthy foods for my kids.

Thanks for keeping the healthy lifestyle in front of us. :)

Thanks for the good ideas

The program helps orient us on how to protect our family's health by eathing healthier.

This seems like a great program that plenty of people should no about

We need to learn more about healthy foods.

a lot of good, healthy info

decrease silent time period

for those of us who follow the guideline, it was a reminder. The program will be good for new mothers/fathers or parents who need some help with child eating better

gardening: put sand in a sand box I vacuum later

great job & nice snack

great program!

had a great time

had lots of fun!

it not only helped me w/confidence but also my kids- play and eat well together w/o the pre-ssure of weight

it was very helpful and I will take the advice and be more healthy

keep up the great work!

not everyone has children, husband, family

omira torres did a great job, very enjoyable and informative

should get more people involved

smoothie was awesome

Appendix 7: Post-Assessment Comments

Naira Rahir writing sample_evaluation report

Documents

healthy eating

healthy hero project

healthy hero project

postassessment survey

preassessment survey

postsurvey questionnaire

postassessment questionnaires

preassessment questionnaire