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The obesity epidemic has only soared to higher intensities in the past decade. The frightening part is that the proportion of obese children in society is greater than ever before. Many studies show the positive benefits of physical activity for children and adults alike. The medical community has recently accepted the fact that the brain can form more neural connections and physical activity aides the process. The majority of this study is dedicated to the good health, behavior, and academic excellence that can be achieved by elementary students if they are allowed to be physically active for at least forty-five minutes a day. The responsibility lies with the public school system. It is their job to ensure these requirements are met by adjusting the curriculum to allow time for physical activity.

College students, on average, do not consume enough fruits and vegetables. Contributing to poor eating habits is an overall decline in young adults’ cooking skills as compared to previous decades, with today’s college students often relying on ubiquitous convenience food options. The detriments associated with these food choices are linked to a number of chronic diseases, including obesity. Though programming for college students which incorporates both nutrition education and hands-on cooking opportunities is rare, programs which have been implemented have had positive outcomes associated with increased self-efficacy with cooking and eating healthfully, and improved eating behaviors. This research utilized a mixed methods approach driven by the social cognitive theory to develop, implement, and assess the impact of a culinary nutrition education program, The College CHEF. The first phase of the research included conducting a PRECEDE-PROCEED model-driven primary and secondary needs assessment to develop programming. The second phase consisted of program implementation and evaluation. The program was evaluated through a Qualtrics survey to determine participants’ changes pre- to –post- with cooking and eating attitudes, behaviors, self-efficacy and knowledge. Pre- and –post- measures consisted primarily of Likert-type scales, in addition to demographic questions. Research participants were students living on University of Kentucky’s campus who were part of particular Living Learning Programs (LLPs), through which they lived, socialized, and often took classes together. Participants from two intervention groups (N = 15) attended four weekly 2-hour sessions, completing the measures online before and after the program. An inclusion criteria to be included in the study was that participants must have attended at least three of the four sessions. Control group participants (N = 17) did not partake in programming, but completed both pre- and -post- surveys at the same time as the intervention groups. The study's results indicated that campus-based, hands-on culinary nutrition education programming was impactful in improving college students': 1) self-efficacy for using fruits, vegetables, and seasonings (p = .015); 2) fruit and vegetable consumption (p = 0.03); and 3) knowledge of cooking terms and techniques (p = .000). Given the limited research studying the impact of culinary nutrition education programming on college students, especially as it applies to those living in the same environment and reciprocally influencing one another, this study provides a unique perspective to the field of health promotion. Its findings can support campus-based, culinary nutrition programming for the college population in an effort to improve eating and cooking attitudes, behaviors, self-efficacy, and knowledge, and subsequently, overall health.

Youth physical activity (PA) levels, specifically that of girls, decline as they enter the middle grades (Parish & Treasure, 2003). Physical education (PE) is one area in the school environment where student PA can be increased. One goal recognized by the Society of Health and Physical Educators (SHAPE) is for students to be physically active for at least 50% of class time and be offered PE for at least 225 minutes per week (SHAPE, 2013). Achievement Goal Theory (AGT) suggests student perceived motivational climate can influence PA levels, student enjoyment, and intrinsic motivation. The purpose of this study was to determine if student perceived motivational climate predicted student enjoyment and PA levels in PE while controlling for school, gender, grade, and ethnicity. Youth from three middle schools in the southeast United States were asked to wear a pedometer to measure PA levels in PE and complete a questionnaire to measure perceived motivational climate and enjoyment. Participants included 290 students (n = 108 6th grade students, n = 94 7th grade students, n = 88 8th grade students). Results revealed males were more active than females during PE (Mm=57%, Mf=48%), 7th grade participants had the highest PA levels (M=56%, SD= 16), and Hispanic students were the least active (M=45%, SD=16). After controlling for gender, it was found that males had significantly higher levels of enjoyment during PE (Mm =4.29, Mf = 3.87, p<.01), and a mastery climate was perceived over a performance climate by majority of student regardless of gender, grade, or ethnicity (Mmc=3.78, Mpc=2.2). Statistically significant relationships were found between both mastery (p<.01) and performance scores (p<.01) with enjoyment. The performance relationship was negative while the mastery relationship was positive. There was not a significant relationship between the mastery climate and PA and only the performance climate subcategory Unequal Recognition (p<.001) had a significant relationship with and PA during PE.

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