Table 1 Group activities with students and parents/guardians at school
Themes | Objectives |
|---|---|
Reflective Meetings With Students | |
Establishing bonds of trust | Introduction of the research team to the students Creating intimacy between research team and students Clarification on the school Program “Health Multipliers” |
Creating a personal diary to describe life events, perceptions, likings, worries, desires, etc | Creating an instrument that fosters dialog among students, between students/teachers or research team Teaching the students how to use the diary regularly |
Is it possible to change? | Discussing how students conceive themselves in that moment and what they would like to change in their lives Discussing about body self-image Discussing about which changes are possible and how to achieve them Considering obstacles that make changes in a difficult life Sharing experiences of students who have managed to change something in their lives, in particular, considering how they overcame obstacles in the classroom Discussing about how it was possible for them to overcome such obstacles |
How do I feel? What do I do? | Favoring self-perception of their feelings at any given moment Encouraging self-perception of more recurring feelings in their lives Understanding how their feelings interfere on their day-to-day actions Discussing if anyone in the group has ever experienced a situation in which, because of being under the influence of a strong feeling, has done something he/she regrets Discussing if anyone, by perceiving feelings, was able to avoid some negative situation Discussing about how did it happen. |
How to deal with difficulties? | Remembering situations that caused negative feelings Remembering how they reacted to such situations Remembering situations in which the students have actually succeeded in reacting in a satisfactory manner Discussing about how students find the solution and how they can extend this solution to the lives of others |
How to have fun in the real world? | Understanding how students usually have fun in daily life Considering the context in which fun happens: with whom, where, when, etc. Remembering situations where they have been able to enjoy without having to use electronic equipment Discussing about how that student found the solution, and how they can extend this solution to the lives of others |
Getting to know each other | Understanding what the students usually do together Considering the context where they meet and interact Understanding the barriers to meet friends Remembering situations where they met to have fun Understanding how they can expand social interaction among them |
Reflective Meetings Parents/guardians | |
How to find time? | Understanding how they reconcile healthy habits and commitments, such as work, home care, children, and so on Understanding if “health” is a priority in their lives Reflecting on the consequences of a sedentary life Understanding if they consider an active life for their children important, and how they encourage them to do so Reflecting on moments in which it was possible to find time within the routine of each one to practice some activity that promotes their own health as well as their children’s |
Dialogue, intimacy, and leadership | Understanding how they engage in dialog with their children Understanding if there is freedom of both parties—children and parents—for dialog Promoting dialog between the parties Understanding how they perceive themselves as protagonists of their own life and family life Reflecting on how to improve dialog between the parties and whether anyone in the group has already succeeded at this |
Nutrition Workshops Students | |
Knowing the food routine of the students | Understanding their eating routine and promoting reflection on how to improve it |
Healthy versus unhealthy foods | Identifying food preference Reflecting on concepts of healthy and unhealthy foods |
Knowing the ultra-processed food | Discussing the main nutritional differences between natural, minimally processed and ultraprocessed foods by looking at labels and packages of industrialized products Reflecting on the impact of the consumption of these foods on their health |
What do I eat? | Comparing the amounts of sugar, fat, and salt of natural and ultra-processed food. |
Olympics in Brazil: what do athletes eat? | Reflecting on feeding habits of famous athletes and comparing them with food choices of students |
What food is this? | Knowing and identifying natural foods |
Cooking workshop: how to prepare tasty and delicious foods in a healthy way | Learning easy recipes for making ice-cream using real fruits in the preparation Awakening interest in developing these recipes at home |
Nutrition Workshops Parents/guardians | |
Breakfast and quality of life | Developing easy, inexpensive recipes for a breakfast routine Talking about the relationship between eating breakfast, weight gain and the quality of life |
The use of milk | Discussing the consumption of milk from birth to the present moment in their children’s life Knowing their preferences and frequency of milk consumption Remembering the milk recipes developed by the family Making together preparations of milk mixed with fruits Sharing the experience of making and tasting the recipes developed Discussing how to improve the family diet routine by milk consumption |
Motivation to achieve nutritional goals | Reflect, through the use of motivational sentences, about the difficulties they face to achieve the nutritional goals propose during the reflective meetings Discussing the concepts that each one has about certain food, body composition, and life habits |
Physical activity Students | |
The importance of physical activity for health | Raising awareness among students about the importance of regular physical activity for health and well-being maintenance |
Stretching and relaxation activities | Guidance on stretching and relaxation techniques so students can apply them in everyday life |
Folk dance | Constructing a folkloric dance choreography involving students and teachers, to present to parents and communities during a school festivity |
Knowing about sports and competitions | Two sports modalities were chosen, rugby and free dance, after discussion with the students. The students then studied the theory of each one of them, familiarized with the rules and applied the knowledge to propose new rules during the training Physical activities involved exercises of strength, aerobics, balance, and resistance, culminating in a sporting tournament |
Competition between classes | A competition between classes occurred at the end of the first semester of intervention, counting on the involvement of children from three different classes and their teachers |
Physical Activity (Parents/guardians) | |
Dialog with parents | Dialog with parents/guardians about the importance of physical activity to the health and well being of their children |
Playing with parents | Developing plays to support contact and interaction between parents/guardians and children |
Relaxing with parents | Developing exercises of relaxation involving parents/guardians and their children to support the bond between them |