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INTRODUCTION
This study forms part of a broader institutional project, situated in and funded by the University of Pretoria’s Institute for Food, Nutrition and Well-being as well as Multotec who provided additional funding. As part of the broad research project, co-researcher Karien Botha (doctoral student) developed a school-based health promotion intervention (Win-LIFE: Wellness in Lifestyle, Intake, Fitness and Environment) which was implemented in three primary schools in the Bronkhorstspruit area (Gauteng, South Africa) with 1465 Grade 4 to 6 learners. Following the implementation phase of the project, the current study aimed to investigate the effect of the Win-LIFE school-based health promotion intervention. As part of the aim of the broader project to determine how learners may potentially apply and transfer newly gained knowledge about and skills pertaining to healthy food practices to their families and the community, the current study thus aimed to explore, describe and explain the value of the intervention as perceived by teachers, learners and the learners’ parents. Today, many countries in the world face challenges related to poverty, unemployment, poor housing, HIV&AIDS and food insecurity. Faber, Witten and Driemie (2011) point out that, despite South Africa being a food secure country in terms of comprehensive food availability it is listed by the World Health Organisation 2002 (WHO) as one of 36 high-burden countries, being home to many undersized children. Poverty is regarded as the major contributing factor to food insecurity in this country, which can be directly related to unhealthy food practices.
Pinstrup-Andersen and Watson (2011) define poverty as a state where people do not have adequate access to some key magnitudes of well-being. Poverty is increasingly observed as a multi-dimensional concept of dispossession, which is associated with health, education and human dignity (Pinstrup-Andersen & Watson, 2011). As many people in resource-constrained communities in South Africa face the challenge of poverty, they are typically also challenged in terms of food security, health and well-being. It follows that ongoing research into potential intervention strategies that may address food insecurity and promote a healthy lifestyle is required to maximise any positive effect they may have on the health and well-being of people, especially those who reside in resource-constrained communities.
Food and diet are viewed as basic needs for human existence and well-being (Wicks, Trevena & Quine, 2006). The health of people who lack sufficient food may furthermore be compromised by them being undernourished or over eating once they obtain food. Faber et al. (2011) explain that poor families often cope with poverty by adopting repetitious diets that mainly include starches, with slight or no animal products and inadequate vegetables and fruits. Furthermore, despite proper food consumption being a basic requirement for a healthy balanced lifestyle, the eating patterns of people in resource-constrained communities are typically determined by the availability of food and not by meaningful choices.
CHAPTER 1: OVERVIEW OF THE STUDY
1.1 INTRODUCTION
1.2 BACKGROUND TO THE WIN-LIFE INTERVENTION .
1.3 PROBLEM STATEMENT AND RESEARCH QUESTIONS
1.4 PURPOSE OF THE STUDY
1.5 EVALUATING AN EXISTING INTERVENTION
1.6 CONCEPT CLARIFICATION
1.7 ASSUMPTIONS IN UNDERTAKING THE STUDY
1.8 UNDERLYING THEORECTICAL PERSPECTIVES AND CONCEPTUAL FRAMEWORK
1.9 INTRODUCTION TO PARADIGMATIC PERSPECTIVES
1.10 OVERVIEW OF RESEARCH DESIGN AND METHODOLOGICAL STRATEGIES
1.11 QUALITY CRITERIA .
1.12 ETHICAL CONSIDERATIONS.
1.13 OUTLINE OF THE CHAPTERS
1.14 CONCLUSION
CHAPTER 2: CHALLENGES AND INTERVENTIONS ASSOCIATED WITH HEALTHY FOOD PRACTICES
2.1 INTRODUCTION
2.2 COMMON CHALLENGES FACED BY RESOURCE-CONSTRAINED COMMUNITIES IN SOUTH AFRICA
2.3 ADDRESSING THE MILLENNIUM DEVELOPMENT GOALS AND SUSTAINABLE DEVELOPMENT GOALS IN SOUTH AFRICA
2.4 SCHOOL-BASED INTERVENTIONS AS AVENUE TO PROMOTE HEALTH AND WELL-BEING IN RESOURCE-CONSTRAINED COMMUNITIES IN SOUTH AFRICA
2.5 LEARNING STRATEGY USED DURING THE WIN-LIFE INTERVETION
2.6 CONCEPTUAL FRAMEWORK UNDERLYING THE EVALUATION OF THE WIN-LIFE INTERVENTION
2.7 CONCLUSION
CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY .
3.1 INTRODUCTION
3.2 PARADIGMATIC PERSPECTIVES
3.3 RESEARCH DESIGN AND METHODOLOGY
CHAPTER 4: RESULTS ON TEACHERS’ EXPERIENCES AND PERCEPTIONS
4.1 INTRODUCTION
4.2 THEME 1: VALUE OF PRA-BASED PROCESS AND TEACHERS BEING INVOLVED AS RESEARCH PARTNERS IN DEVELOPING AND IMPLEMENTING THE INTERVENTION
4.3 THEME 2: PERCEIVED VALUE OF THE WIN-LIFE INTERVENTION FOR OTHERS
4.4 THEME 3: CHALLENGES EXPERIENCED DURING IMPLEMENTATION OF THE WIN-LIFE INTERVENTION
4.5 THEME 4: RECOMMENDATIONS FOR FUTURE IMPLEMENTATION
CHAPTER 5: RESULTS ON PARENTS’ AND LEARNERS’ EXPERIENCES AND PERCEPTIONS
CHAPTER 6: SYNTHESIS AND FINDINGS OF THE STUDY
CHAPTER 7: CONCLUSIONS AND RECOMMENDATIONS
8. LIST OF REFERENCES
