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However, while increased knowledge cated to two independent groups by a computer-generated list does not necessarily translate into healthier lifestyle, behav- of random numbers with the restriction of balancing the num- iorally focused nutrition education is usually limited to a few ber of middle and high schools between the two groups.
Each aspects of the lifestyle [14]. An ideal educational tool could group was then randomly assigned to a treatment condition. In a previous study [1], we conducted a pilot trial in three 1. We tested the impact of Kaledo on 2. Our results suggested that children 3.
Four pawns or play pieces playing Kaledo had a significant increase in nutrition knowl- 4. This study was 5. One dice with six sides limited to 24 weeks of observation and was conducted on a 6. One guide explaining the rules of the game and in promoting long-term healthy dietary behavior in a large cohort study. The game is designed to be attractive for people of every age from kids to adults.
A typical game session requires two to four players and lasts about 15—30 min. Methods A game session represents a journey through daily meals of the Mediterranean diet.
The game allows each Eligibility criteria for the schools were to be placed in the player to personalize the BMR according to the sex, the province of Naples or in the province of Salerno Campania, weight, and the age. During a game session, the players move Italy. All the schools accepted this invitation.
In this study, we asked the Mediterranean diet or activity cards common daily students to answer the following six sections of the activity as indicated in the destination boxes. A player questionnaire: can refuse to take a card by leaving one chip. Baseline assessment took place in October The 20 schools participating in able to assume attitudes and behaviors that can im- the trial were randomly allocated to two independent prove his health status related to nutrition 8 items, groups.
Extra game sessions took place among children that were absent during a session to minimize bias due iii BMI z-score was calculated for each BMI measure to absence from school. BMI z-score was used to evaluate adiposity change in the growing children [12].
BMI thresh- The primary outcomes were i score on the Adolescent Food old values for overweight and obesity during Habits Checklist AFHC [20], ii scores on six sections of growth were calculated according to the method the dietary questionnaire of Turconi et al.
The post-treatment assessments were at 6 and i The AFHC is a useful tool for the examination of healthy 18 months. The schools allocated to the control group eating behaviors in adolescents 23 items, question type: did not participate to any game session with Kaledo. Results Sample size and statistical analysis Over a total of 3, students 20 schools eligible for the trial, We calculated sample size taking into account the intracluster 3, subjects gave informed consent and took part in the trial.
Power calculations revealed that 18 treated group and 1, 10 schools to the control group. We anticipated loss for school did not complete the first post-treatment assessment. Mixed- schools and two control schools Fig. Data loss occurred at model repeated-measures analysis of covariance [25] individual level students , classroom level, and school level, was used to evaluate differences between treatment and and it was mostly a consequence of time pressure of the school control groups fixed effect in the different sections of curriculum.
Attrition bias analysis showed that, at the base- the questionnaire and in BMI z-score at the two post- line, the group of students who missed the last post-treatment treatment assessments, using the baseline assessment as assessment as well as the group of students who missed both covariate and controlling for the clustering effect of the the post-treatment assessments did not show any significant schools random variable effect.
When this analysis difference in the primary outcomes compared with the group showed a significant effect for the factor treatment or of students who completed the trial. A possible moderator effect of the gen- the two groups. The intraclass correlation coefficient ICC at der, the school level, or the baseline weight was also baseline was 0. School level was categorized into two to 0. Then, we added each variable to the treated group and 1, 9 schools from the control group.
At statistical model as an extra factor and we searched for the second post-treatment assessment, we analyzed data from a significant interaction effect with the treatment. Sobel 1, subjects 14 schools : 8 schools from the treated test was used to test the significance of a mediation group and 6 schools from the control group Tables 2 effect of the questionnaire scores on the BMI z-score. Ordinal regression was used to evaluate the able score 23 points assigned to the healthiest habit.
Mixed- protective effect of the intervention on weight gain model analysis of covariance ANCOVA showed significant categorized into three levels: normal, overweight, and effect for both the factors treatment 3. At the first post-treatment assessment, there was a Inc. The data loss occurred mostly as consequence of time pressure of the school curriculum at baseline between the treated group and the control group Nutrition Knowledge At the second post-treatment assessment, there was Score was based on 11 questions giving the maximum achiev- no significant difference between the two groups Moreover, at the second post- significant effect for the factor treatment 1.
At the Physical Activity and Lifestyle Healthy and Unhealthy Diet and Food Score was based on six questions with the maximum achiev- Score was based on five questions giving the maximum able score 24 points assigned to the healthiest habit.
Mixed achievable score of 20 points. At the first post-treatment assessment, there was a ment, there was a significant difference in the mean values, significant difference in the mean values adjusted for the score adjusted for the score at baseline, between the treated group at baseline between the treated group and the control group and the control group At the second post-treatment assessment, there was treatment assessment, there was no significant difference be- no significant difference between the two groups Moreover, at the second post- Mean The effect of the interaction and the control group At the second post- 0.
At both the first and treatment assessment, there was no significant difference be- the second post-treatment assessments, there were sig- tween the two groups Moreover, at the second post-treatment assessment, score at baseline, between the treated group and the there was no significant moderator effect of the gender control group 0.
On the contrary, there was a sig- assessment; 0. Percentage of normal, overweight, control group was higher in the high schools In the control group, there was no significant difference in Score was based on eight questions giving the maximum the body weight distribution at each of the two post- achievable score of 24 points.
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