The 6th Congress of Exercise and Sport Sciences

Healthy Eating Habits Education: The Difference between Traditional Pedagogy and Game Pedagogy Combined with Movement among First-Grade Children

Miri Shachaf Hadas Avivi
Physical Education, Givat Washington, Kvuzat Yavne, Israel

Health-promoting schools in Israel have engraved on their banner to be agents of change for a healthy lifestyle habits among their students. As part of the school curriculum, time is devoted to learning healthy eating habits combined with physical activity from the first grade. This study wanted to examine whether there are differences in the level of knowledge and application of healthy eating habits among students who study healthy eating education in traditional pedagogy compared to those who study this education in play pedagogy combined with movement. First-graders students filled out a Healthy Eating Habits Questionnaire and a Knowledge Questionnaire on Healthy Nutrition before and after the intervention program, which included 6 one-week classes on this topic. In the experimental group (N = 29) the lessons were learned using play pedagogy combined with movement, while in the control group the lessons were taught in traditional pedagogy (N = 33). The results of the study indicate that the eating habits of both groups were worse at the end of the intervention program in comparison to before. In contrast, there was a significant improvement in the level of knowledge of the students who learned in play pedagogy combined with movement compared to those who studied in traditional pedagogy. The lack of improvement in habits can be attributed to the short time of the intervention program and the fact that the results of the study were collected during baseline in school, compared to post-intervention during Covid-19, when the children were at home and their daily routine was disrupted.

Miri  Shachaf
Miri Shachaf
Givat Washington








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