UVA WISE

Eat Smart

Play Strong Program

The Project

UVA Wise launched the Eat Smart and Play Strong Program to integrate nutrition literacy education with physical activity in PE classes at LF Addington Middle School. This initiative aimed to help 5th, 6th, and 7th grade students develop healthy dietary habits through engaging, movement-based learning.

Work Conducted:

Developed and piloted the curriculum by integrating nutrition literacy into PE classes and evaluating its effectiveness.
Collected and analyzed feedback from teachers to refine teaching methods and curriculum content.
Expanded the program to reach middle school students based on pilot study results.

Goals Achieved:

Assessed student progress through pre- and post-program testing to measure nutrition knowledge and physical activity levels.
Monitored participation rates to ensure engagement and completion.
Provided training for educators to effectively deliver the curriculum.

Evidence from Across Appalachia

Barriers to Healthy Eating Among High School Youth in Rural Appalachia: A Qualitative Study

This study explores the challenges adolescents face in maintaining healthy diets, highlighting cultural norms, school nutrition policies, and rural environmental factors.

Findings of a Multicomponent School Health Intervention in Rural Appalachia: The Greenbrier CHOICES Project

A comprehensive intervention aimed at influencing adolescents’ physical activity and dietary behaviors through school, community, and healthcare components.

Evaluation Summary Report

The UVA Wise and LF Addington Middle School project successfully refined and implemented the Eat Smart and Play Strong program with 340 of 387 eligible students in grades 5 to 8. Nutritional knowledge among participating students improved from a mean of 39.63 (SD = 8.00) to a mean of 45.93 (SD = 6.69), though levels remained relatively low. Qualitative feedback also indicated stronger nutritional knowledge and awareness among students. These gains occurred despite PE class time being reduced from 90 to 45 minutes. Physical activity measured using accelerometers increased from baseline levels during pilot testing but did not increase further during curriculum implementation at scale. This may have been associated with the shift to 45-minute PE periods. Program adherence remained strong despite the shift in PE classes, with teachers adapting lesson pacing and the team adjusting data collection logistics without disrupting implementation. The program was sustainable in the short term because all curriculum materials and equipment had been purchased, and teacher and administrative support remained high. Long-term sustainability of the program depended on faculty workload and school budgeting.