Table 3.

Live Well Nutrition and Physical Activity Curriculum: Goals, Objectives, Popular Education Examples and Constructs from Social Cognitive Theory

Session Goal	Session Objectives	Popular Education Element	Social Cognitive Theory
Session 1: Introduction to Live Well
Introduce the project and create a comfortable environment for the participants to share about the connection between immigration and health and to learn from others’ experiences.	Understand the connection between immigration and changes in health.	Group Discussion: What are some of the differences you have noticed in your health since you immigrated to the United States?	Observational learning
	Gain awareness of possible changes in physical activity and diet since immigrating.	Group Activity: Creating a Balanced Plate using My Plate: A drawing activity that will allow participants to explore how their diet has changed since immigrating to the United States, and introduce them to the components of a balanced diet. Then discuss: Are there any foods drawn by someone else that you are unfamiliar with or have questions about? What are the diet similarities you notice between the plates from the home country and the plates from the U.S.? What are the differences? Anything else you want to add?	Outcome expectations
			Self-efficacy: Information, small steps, goal setting
	Understand that diet and physical activity are components of health.	Physical Activity: Participants will prepare skits in different groups to: (1) Demonstrate ways in which you and/or your children were active in your home country; (2) Demonstrate ways in which you and/or your children are active in the United States; (3) Demonstrate ways in which you and/or your children would like to be active, but are not currently. Then discuss: What do you notice? What strikes you as being different here in the United States versus your home country?
	Learn what constitutes a balanced diet through My Plate.
	Think about different ways to engage in physical activity.
Session 2: Chronic Disease Prevention
To raise awareness about chronic disease prevention and how a healthier life can prevent—or delay—onset of some illnesses.	Participants will work in groups and engage in conversation about a case study related to chronic disease prevention.	Group Discussion: Discuss case study of a woman who emigrates from El Salvador and develops high blood pressure. Women discuss following: (1) How did this story make you feel? (2) Do you know anyone with a similar story? Do you connect with the story? (3) What strikes you the most about the story? (4) What kind of sickness does she have? (5) What does it mean to live well and be healthy? (6) What advice would you give this person? (7) Would you make any changes for yourself after hearing this story?	Observational learning
	Participants will be able to explain the concept of energy balance using visual examples.	Group Activity: Energy Balance in Real Life	Outcome expectations
		Participants form groups of 3-4. Each of the groups has different food items and note cards with one food item on the front and an activity on the back. Each group member selects one food item and selects the appropriate note card. Once they have the card they will perform the activity listed on the back for the time specified. After each woman has gone, have them come back to the group and ask the following questions: (1) What did you notice about this activity? (2) What do you think it means?	Self-efficacy: Goal setting, enactive mastery experience
	Participants will engage in a risk factor activity and engage in conversation about what this means.	Physical Activity: They play a mimic game (Charades) to think about other ways to be physically active each day. Everyone receives a card with a number on it. They need to find the other person who has the same number. Once they find their partner(s), they open up the cards and see an activity. They have to mime the activity, without saying any words. When someone guesses correctly, it is their group’s turn to present. Then discuss: (1) Did you notice any changes in your body while we were moving around? (2) How did that make you feel? (3) Now that we have stopped, how do you feel? When you are active, what kinds of benefits/improvements do you notice for yourself? (Facilitator will write benefits down on the board.) (4) Do you think you can incorporate any of these activities into your daily life? Do you think there are activities that you could incorporate with your children?
	Participants will understand that being active offers many physical and emotional health benefits.
	Participants will understand there are many ways to fit activity into their daily schedule.
	Participants will understand that physical activity can happen in short intervals over the course of the day as opposed to doing it all at once.
Session 3: Plate Size and Portion Control
Describe how portion control and plate size influence dietary intake.	Participants will be able to describe a “balanced plate.”	Group Activity: Plate Size—Balanced plate activity. Participants draw a circle on the board and, next to it, write the following: Grains, protein, fruits/vegetables, and healthy fats. They are asked, what proportion do you think that each should take up on the plate? Once participants agree, a balanced plate sheet is handed out. Any reactions? Is this what their plates look like?	Outcome expectations
	Raise awareness about portion sizes.	Group Activity: Each participant scoops a portion of rice and beans based on what they would normally eat. Then participants sit down and look at their portions—based on what they have seen so far they discuss if they would they change anything? Discuss the following: (1) How would your family respond if you adjust portion sizes? (2) What would be some of the barriers to changing portion sizes? (3) Is there anything that would make this easier? (4) Is there a difference with portion sizes in your home country and here in the United States?	Behavioral beliefs and capability
	Participants will be able to identify ways in which to increase their consumption of fruits and vegetables.	Physical Activity: Participants find a partner. They then make a circle around the room, standing side by side with their partner. Then they try some activities (walking, jogging.) As they try new activities they share a story with their partner or just how your day is going. As they change activities, they are asked to think about how easy or challenging it is to carry on a conversation.	Reciprocal determinism (The dynamic interaction between person, behavior, and environment)
	Participants will be able to identify barriers to consuming fruits and vegetables.	Group Discussion: (1) How did you feel while you were walking slowly? Was it easy to talk with your partner? (2) What changed when we started moving more quickly? Were you still able to talk? (3) What were the changes you noticed when we tried jogging and jumping?	Self-efficacy – goal setting, small steps, enactive mastery experience, instruction/ information
Session 4: Fats, Sugar, Sodium and Healthy Food Preparation
Understand the health benefits and concerns associated with dietary fats, sugars and salt. Familiarize participants with basic principles for choosing and preparing a variety of healthful foods at home.	Connect fat, sugar and salt to real foods.	Group Discussion: Facilitator asks group and writes on the board: “When I say fat, what types of foods do you think of?”	Observational learning
	Learn how saturated fat, trans fat, added sugars, and sodium are related to chronic disease.	Group Activity: Participants form pairs where they will interview one another and report back to the group on what the interviewee said. They each have 2 minutes to share. The facilitator will tell them when to switch. Questions: (1) How did you cook with fat in your home country? (2) Do you cook the same way here?	Reciprocal determinism
	Learn about the benefits of unsaturated fats in the diet.	Group Activity and Discussion: Participants are paired up and they have to prepare a skit about how they prepare food at home:	Behavioral capability and expectations (correcting misinformation)
		Then participants discuss the skit in a group: (1) What did they observe in the skits? (2) Do you prepare food at home? (3) If so, how do you do this? How long does it take? What types of ingredients do you use? (4) Who eats? How do you feel about this process?
	Limit the amounts of saturated and trans fats, added sugars and sodium consumed while eating enough unsaturated fats and natural sugars found in fruit.		Self-efficacy – enactive mastery, small steps
	In small groups, discuss food preparation experiences and identify how participants can make healthier choices while cooking at home.
	Practice choosing healthy ingredients and preparing a healthy recipe.
Session 5: Eating Out and Food Advertising
To empower participants to make healthy choices while eating out and buying food.	Think about the benefits and consequences of eating out.	Group Discussion: Facilitator asks the group: (1) “What does eating out mean to you?” (2) “Where are some of the places you eat out at?” (Answers are written on board)	Observational learning
	Learn how to choose healthier options off a menu and how to choose appropriate portion sizes.	Group Activity: Fast Food Game. Everyone stands in a line at one end of the room. “I want you all to think about this last week and how many times you ate out. If you had breakfast out this week, take one step forward. Now, if you had lunch out this week, take one leap forward.	Reciprocal determinism
		If you had dinner out this week, take two leaps forward. If you ate out with your whole family, take two more leaps forward.”
		“Now thinking about the past month: If you ate out at “Name of Fast Food Place Mentioned” jump up and down. Repeat until all places written on the board are mentioned
		Remember, we need to use the energy that we take in through food; so the more we eat out, the more active we should be.”
	Understand how food advertising can influence consumer choices and learn to be a critical consumer.	Group Activity: Group is divided into pairs and each given some food advertisements. They discuss how it makes them feel and if they are interested in the product. The following questions are asked five Media Questions: (1) Who created this message? (2) What creative techniques are used to attract my attention? (3) How might different people understand this message differently? (4) What values, lifestyles, and points of view are represented in, or left out of, this message? Why is this message being sent?	Behavioral capability
	Participants will be able to recognize ways in which they are targeted – both as immigrants and as mothers.		Outcome expectations
			Self-efficacy – enactive mastery experience
Session 6: Navigating the Food Store
Give participants opportunity to compare foods and prices at the grocery store while having a facilitator guide them.	Compare different types of foods (more nutritious vs. less nutritious)	Supermarket Tour (adapted from the Operation Frontline curriculum)	Observational learning
	Participate in food shopping activity		Reciprocal determinism
	Be able to choose nutritious and economic choices		Self-efficacy – enactive mastery experience
Session 7: Final Session Celebration and Wrap-up