Program Recruitment and Engagement
Overview of Recruitment Materials
Included with Families
Eating Smart and
Moving More are several
tools that can be used
for recruitment of
participants and program
promotion. Files contain
both English and Spanish
versions. Files for each
tool can be located in the
folder labeled Participant
Recruitment on the
curriculum flashdrive.
States are granted
permission to replace
NC State branding with
their own.
LARGE PULL-UP BANNER
DISPLAY
The banner (33½ x 80") is ideal for large
recruitment or promotion events. It is designed
so that the same banner can be used for both
adult and youth events. Use at health fairs,
farmers’ markets, county fairs or other large
events you attend to recruit participants and
promote your program to potential partners.
TABLETOP DISPLAY
The table top display is an 8½ x 11" version of the pull-up banner designed
to be inserted into a plexiglass display stand. It includes the “And, Justice for
All” statement. It is two-sided for use with both adults and youth audiences.
The tabletop display is ideal for use during programming to help participants
identify your program and organization/university.
SERIES ANNOUNCEMENT FLYER
The series announcement flyer is a customizable
version of the tabletop display that includes space
to write in information such as date, time, and
location of upcoming classes.
Program Recruitment and Engagement
EXPANDED FOOD AND NUTRITION EDUCATION PROGRAM
Simple solutions
to help families
EAT
SMART
and
MOVE
MORE
PARTICIPANT
BROCHURE
PARTNER RECRUITMENT
ONE-PAGERS
Participants often want to know
what they can expect from
participation. This brochure
is developed to share with
participants during recruitment
events and during the
Introduction lesson.
One-pagers are Word templates that allow states to
customize information specific to targeted partners in
your state. Two formats for a one-pager for partner
recruitment and an example of each are included with
the curriculum.
1. The two-sided one-pager titled What is EFNEP?
provides a brief overview of the program, why it is
successful, examples of partnerships, and impacts.
The partnerships and impacts sections of this flyer
are the customizable areas. This allows programs to
recruit using the most current information relative to
your program.
PARTICIPANT FOLDER
Handouts are provided
as a part of each of
the lessons. A folder is
helpful to participants
to keep their session
information organized.
Provide folders to
participants during the
Introduction lesson and
ask that they bring their
folders with them to
each session.
How can
EFNEP
benefit your
community?
What is EFNEP?
The Expanded Food and Nutrition
Education Program is:
• Teach new skills
that help families
overcome barriers
to healthy eating and
physical activity
•
•
•
•
• Through changed
behavior, help
families save money
in potential health
care costs by reducing
risk factors of obesity
• One of the best programs in increasing fruit and vegetable consumption
• Empowers participants to make life changes for better health
• Provide encouragement for positive
behavior changes
• Connect families to
additional community
resources
For limited resource youth and families with children
Based on the latest research in nutrition and physical activity
Conducted by trained nutrition educators
Federally funded since 1969
EFNEP is successful:
What services does EFNEP offer?
• A series of interactive nutrition education sessions that:
—Are based on a needs assessment of current diet and physical
activity behaviors, food resource management skills, food safety
practices, and food security
—Include food experiences, tastings, demonstrations, and hands-on
activities to engage participants and increase skills
—Include opportunities to practice simple physical activities
• Connection and referral to additional assistance and educational
resources within the community
EFNEP addresses overweight and obesity
by helping families to:
• Prepare and eat more meals at
home
• Eat more fruits and vegetables
• Increase physical activity
• Make healthy drink choices
• Limit screen time
• Control portion sizes
• Keep food safe
2. How can partnering with EFNEP benefit your_______?
is a customizable one-pager used to target
recruitment to a specific program partner. It is
divided into two sections: How EFNEP benefits or
helps partners reach their goals and the benefit to
participants. The example included is for HeadStart
and is successfully used for recruitment in North
Carolina.
Partnership Examples
IMPACTS
What Participants Learn
EFNEP helps participants learn skills and strategies to feed their family
nutritious meals on a limited budget and improve their overall health.
The skills learned also help families learn how to change behaviors that
place them at risk for overweight and the diseases associated with being
overweight.
Participants learn to:
• Save money at the grocery
store;
• Eat more meals at home;
• Prepare healthy and tasty
meals for their families;
• Control portion sizes;
• Improve the diets of family
members;
• Keep food safe, reducing
waste and food-borne illness;
• Use leftovers;
• Move more every day;
• Move more and watch less;
and
• Replace sugary beverages
with healthy options.
As a result of their EFNEP experience, participants:
• Become better food resource
managers;
• Improve decision-making skills;
• Adopt healthy eating
behaviors;
• Increase their daily physical
activity; and
• Become more self-reliant.
Add your program
impacts here
and
Add your partner logos here
Add your benefits
lists here
AS A RESULT OF EFNEP, PARTICIPANTS:
partnership
examples
here
What is EFNEP? one-pager, with customizable areas outlined
2
How can partnering with EFNEP
benefit your ________ program?
Partnering with EFNEP one-pager,
with customizable area outlined
Program Recruitment and Engagement
How can
EFNEP
benefit your
community?
What is EFNEP?
The Expanded Food and Nutrition
Education Program is:
• Teach new skills
that help families
overcome barriers
to healthy eating and
physical activity
•
•
•
•
• Through changed
behavior, help
families save money
in potential health
care costs by reducing
risk factors of obesity
• One of the best programs in increasing fruit and vegetable consumption
• Empowers participants to make life changes for better health
• Provide encouragement for positive
behavior changes
• Connect families to
additional community
resources
For limited resource youth and families with children
Based on the latest research in nutrition and physical activity
Conducted by trained nutrition educators
Federally funded since 1969
EFNEP is successful:
What services does EFNEP offer?
• A series of interactive nutrition education sessions that:
—Are based on a needs assessment of current diet and physical
activity behaviors, food resource management skills, food safety
practices, and food security
—Include food experiences, tastings, demonstrations, and hands-on
activities to engage participants and increase skills
—Include opportunities to practice simple physical activities
• Connection and referral to additional assistance and educational
resources within the community
EFNEP addresses overweight and obesity
by helping families to:
• Prepare and eat more meals at
home
• Eat more fruits and vegetables
• Increase physical activity
Program Recruitment and Engagement
•
•
•
•
Make healthy drink choices
Limit screen time
Control portion sizes
Keep food safe
3
Partnership Examples
IMPACTS
Health Clinics
What Participants Learn
• Partnership between EFNEP
and clinics serving low-income
families with children
• EFNEP offered on-site in clinics
or through home visits
• EFNEP as intervention for
health risk management
• Education coordinated with
physician, nurse practitioner/
case manager
WIC
• Partnership between EFNEP
and local WIC clinic
• On-site education
• Serves as point of service
educational contact to low-risk
clients
• Education targeted to assist
families in maximizing use
of WIC food instrument for
optimum health benefit
EFNEP helps participants learn skills and strategies to feed their family
nutritious meals on a limited budget and improve their overall health.
The skills learned also help families learn how to change behaviors that
place them at risk for overweight and the diseases associated with being
overweight.
Participants learn to:
• Save money at the grocery
store;
• Eat more meals at home;
• Prepare healthy and tasty
meals for their families;
• Control portion sizes;
• Improve the diets of family
members;
• Keep food safe, reducing
waste and food-borne illness;
• Use leftovers;
• Move more every day;
• Move more and watch less;
and
• Replace sugary beverages
with healthy options.
As a result of their EFNEP experience, participants:
• Become better food resource
managers;
• Improve decision-making skills;
• Adopt healthy eating
behaviors;
• Increase their daily physical
activity; and
• Become more self-reliant.
Job Skills Training
Programs
• Partnership between EFNEP
and local Job Skills Training
Programs
• Education offered on-site
• Certificate
• Develop skills useful to
continued successful
employment:
—Punctuality
—Teamwork
—Resource Management
—Specific Food Service Skills
—Food preparation
—Food Safety
—Food Storage and Handling
EFNEP Makes a Real Difference
Participants completing the series of lessons improved nutrition, food
behavior and food safety practices. As a result of participation in EFNEP:
76% improved in one or more food safety practices
92% improved in one or more nutrition practices
89% improved in one or more food resource management practices
48% of participants increased the amount of daily physical activity
97% of participants improved their diet
—56% increased fruit consumption
—59% increased vegetable consumption
—58% increased consumption of calcium-rich foods
www.ncefnep.org
4
Program Recruitment and Engagement
How can partnering with EFNEP
benefit your Head Start program?
• Meets HSPS 1304.40(f)(3)(i) Parent involvement in nutrition
education...including selection and preparation of foods to meet
family needs and the management of food budgets
• Teach new skills that help families overcome barriers
to healthy eating and physical activity
• Through changed behavior, help families save money in potential
health care costs by reducing risk factors of obesity
• Provide encouragement for positive behavior changes
• Connect families to additional community resources
• Report impacts to HS policy council and/or parent committees
AS A RESULT OF EFNEP, PARTICIPANTS:
• Are better food resource managers
• Improve decision-making skills
• Adopt healthy eating behaviors
• Increase daily physical activity
• Become more self-reliant
If you would like to partner with EFNEP, please contact Lorelei Jones
at (919) 515-9140 or [email protected].
Program Recruitment and Engagement
5
Program Recruitment and Engagement
Enhancing Lessons
Beyond Curriculum
The Powerpoint presentations and videos are designed
to replace the need for bulky flipcharts and allow
for easy updates that keep the curriculum current in
content, design, and delivery. It is important, however,
to remember that individuals learn using multiple
senses. The goal of a good lesson is to engage as many
senses as possible: sight, sound, touch, smell, and taste.
Users are encouraged to enhance the lessons by
adding their own props relevant to the content and the
participants. In some lessons props are suggested as a
part of the materials list, such as “grocery store ads” in
the Shop: Get the Best for Less lesson. For other lessons,
you may want to collect props that support the lesson
visuals. An example of this would be to have a set of
empty drink bottles for the Making Smart Drink Choices
lesson so that participants can visually see the amount
of sugar in 3-D. You may even want to ask them to
measure the sugar into the bottle.
Always review any curriculum enhancement ideas with
your supervisor. Follow your supervisor’s advice for how
to incorporate an activity with any props that allows
you to stay within the established time frame and meet
all objectives.
Consider investing in plastic storage containers to
create your own teaching kit for each of the lessons
and keep you organized. You can include your
materials, enhancements, and supplemental activity
game pieces and instructions in your kit. Replace kit
materials as they become worn so that participants
feel that you value them and are providing them with
quality materials.
Any prop enhancement should be carefully
thought through. Ask yourself the following
questions:
1. D
oes the prop help reinforce the key
messages of the lesson?
2. D
oes the prop help meet an objective in the
lesson?
3. Is the prop manageable? Does it transport
easily to program location?
4. Is it something commonly used by
participants?
5. Is it something that can be used repeatedly
with multiple groups?
Program Recruitment and Engagement
7
Program Recruitment and Engagement
Food Preparation Activities
It is hard to improve dietary intake without engaging
participants in the development of skills needed
to make positive changes. Food experiences such
as tastings, demonstrations and hands-on cooking
encourage participants to try new foods and learn
cooking skills to help them prepare foods using
healthier techniques.
It is important to include a food preparation or
experience with each lesson to achieve expected
program impacts. To assist with the implementation of
food preparation activities, each lesson includes a short
“how-to” recipe video and a handout with the printed
recipe for participants to take home and try. Outlined
below are the recommendations for using these tools
as a part of hands-on, demonstrations, or tasting
activities.
Most of the recipes in the curriculum are flexible
enough to allow you to substitute ingredients to take
advantage of best buys or local produce in-season.
Modeling this for participants and engaging them in
dialogue about the food will encourage participants to
adopt new behaviors.
In your files, you will find a set of Food and Equipment
cards. The first card lists general equipment and
supplies that are needed for all recipes. Each card has
an ingredient list on one side and an equipment list on
the other side. There is one card per recipe. We suggest
that you print these cards, laminate, hole-punch the
top left corner, and place them on a 1-inch book ring.
The cards can be used as a checklist for packing prior
to a lesson to make sure you have everything you need
for the recipe.
HANDS-ON COOKING
Engaging participants in hands-on preparation is
the preferred food experience if possible. This is the
highest level of engagement for participants. When
offering family-based classes, choosing the hands-on
engagement for food activities is particularly beneficial.
Families who cook together eat more meals at home
and eat healthier.
For successful hands-on activities, kitchen facilities are
ideal. Hands-on activities can be completed without
a kitchen, but will require more portable electrical
equipment and set-up. Access to an electrical outlet
will be needed for each group of participants. Check
the facility breaker capacity for using multiple electrical
appliances to make sure you won’t blow a breaker in
the middle of preparation.
Hands-on activities take more time, so these work best
when you have a group that can attend the longer
format classes. Set up the number of cooking stations
needed to provide participants with opportunity to help
with at least one step in the recipe. Divide participants
into stations as your budget allows. Assign no more
than four participants per station if at all possible.
Clean-up is everyone’s responsibility. Be careful not to
treat clean-up as a step in the recipe. Participants who
are less confident of their cooking skills often want to
volunteer for clean-up. Give these participants gentle
encouragement to participate in the preparation so
they can build more confidence.
Use the recipe video as an overview of the steps to
complete the recipe. Have participants follow along
with their handout as each of the steps are reviewed.
Show participants the step you want them to complete
and then step back and let them give it a try. Provide
coaching as necessary, but allow participants to
complete the preparation themselves. Talk with
participants about the recipe as they make it. Ask if
they were making it at home, what changes would
they make. Talk about how to take advantage of best
buys on ingredients to prepare the recipe.
8
Program Recruitment and Engagement
TASTINGS
Tastings are reserved for use with the 30-minute
lesson format. If you are using a tasting for the food
experience, the lesson recipe must be completely made
and pre-portioned prior to the lesson start time.
DEMONSTRATIONS
When hands-on food activities are not possible, a
food demonstration is the next best option. Food
demonstrations are when you complete the recipe in
front of the participants so that they are able to see
every step as it happens. Demonstrations are a good
choice when facilities, time, or budget prevent a full
hands-on opportunity.
Even through demonstrations, you can involve
participants to help with a step as you demonstrate.
Think about a chef segment of a news program. The
chef typically shows a step and asks the news show
host to complete it or do another step while the
chef moves through the recipe. Try to ask different
participants to help each session.
Just as with the hands-on experience, use the video to
provide a preview of the recipe steps. Demonstrations
offer a wonderful opportunity to expand on the possible
substitutions to the recipes. As you complete the steps
in front of them, have the participants follow along on
the handout. Encourage questions and discussion about
best buys, using leftovers, freezing, etc.
Some recipes may require you to do some prepreparation prior to the lesson. For example, to be
able to complete the lesson within the timeframe
suggested, you may need to pre-cut most of the
vegetables ahead of time. Remember to save a small
amount of the vegetables to demonstrate the cutting
technique used for the recipe. Offer interesting tips that
help make food preparation easier. Some of these, like
getting all of your equipment and ingredients needed
out is modeled on the videos. Other tips may be tips
you learn through your training. One of the tips shared
with NC EFNEP staff is to rub a little lemon juice on the
cutting board before slicing or chopping an onion. The
lemon juice, for most people, will draw enough of the
onion fumes down to eliminate the crying effect.
4-H does a good job teaching youth how to do a good
food demonstration. If possible, attend one of these
trainings or just go and watch some 4-Hers in action.
You can learn a lot!
Program Recruitment and Engagement
Play the recipe video ahead of the tasting and ask
participants to follow along on their handout. As
participants are enjoying the taste they receive,
highlight a specific step that may be a new skill to
participants using a “mock” demonstration method. A
mock demonstration uses props rather than actual food
to show a step. Engage participants in dialogue about
recipe ingredients, substitutions, and additions. Talk
about money-saving ideas and how the recipe can be a
part of a healthy eating pattern.
When teaching a series in which tastings are
necessary, discuss the possibility of a separate time for
focusing only on food preparation activities that offer
participants the opportunity for hands-on participation.
If the facility is not suitable for food preparation, talk
with your partner about the possibility of providing
transportation to a facility that could host a handson food preparation session. If you are teaching at a
location that has a kitchen, but doesn’t allow visitors
to bring food in, talk with your partner about asking
the kitchen manager if they could lead the participants
through a hands-on experience or demonstration with
a recipe from the curriculum.
FOOD HANDLING AND
PREPARATION
All staff should be trained in safe food handling and
preparation techniques and safety considerations
for leading food preparation activities prior to
implementation of any community nutrition education
program. Follow your university or organizational
policies for documenting that safe food practices were
followed. Below is a brief overview of considerations for
programming.
•Purchase food from safe sources.
•Check dates on all foods. Do not use foods in
programming that have expired “use by” dates.
•Maintain good personal hygiene. Keep hair pulled
back and nails trimmed short.
•Wash hands often before, during, and after preparing
or serving food.
•Handle foods as little as possible. Use tongs, spatulas,
long-handled forks or spoons, non-latex gloves, or
other utensils instead of bare hands.
9
•Clean and sanitize all surfaces that will come in
contact with food or food equipment.
•Follow safe practices to avoid cross contamination
of foods during purchase, storage, preparation,
transport, and service.
•Check temperature of refrigerator/freezer used for
storing program foods at least once a month to be
sure it is maintaining safe temperature.
•Limit time that food is in the Danger Zone
(41°F–140°F) so that bacteria does not have the
opportunity to multiply enough to cause sickness.
University or organizational policy may restrict this
time to a very short window to reduce potential risk.
In North Carolina, this time frame is no more than 2
hours.
•Cook and reheat foods to the correct internal
temperature. Use an approved digital thermometer
and check food in several places to assure that
correct temperature is reached.
•Wash and sanitize all equipment after every use. Do
not store equipment that is dirty or that has not been
sanitized.
KITCHEN SAFETY
Training to assure kitchen safety is essential. This
section is not designed to replace staff training, but
provides a general overview of safety considerations.
Assess each program location or delivery site for any
potential safety hazards. Take the necessary steps to
reduce any risk of injury. This may be as simple as
asking the program partner to remove “tripping”
hazards identified, or it could mean choosing a tasting
over a hands-on food experience because the hazard is
not easily corrected.
Educators should be prepared to model kitchen safety
and encourage participants to adopt safe kitchen
practices as well. Some general kitchen safety practices
to share with participants are:
•Dress appropriately for food preparation—no high
heels, long flowing or wide sleeves and no dangling
jewelry. Wear closed-toe, low-heeled shoes that have
a non-skid sole.
•Get help when lifting heavy objects.
•Clean up spills immediately.
•Use dry potholders to handle hot pans. Do not use
wet potholders, or wet or dry dishtowels and cloths.
•Inspect kitchen equipment used for programming
regularly and replace as needed. Do not use an
electrical appliance with a frayed cord or a pan that
has the non-stick surface peeling off.
•Do not touch electrical equipment with wet hands.
•Keep pot handles turned in, away from the aisle.
•Keep an inventory of your equipment. Check your
supplies going in and out of a delivery site to assure
that all equipment is returned to your teaching kit.
•Handle knives with care.
1. Do not attempt
to catch a falling
knife.
2. Do not use knives
to open bottles or
cans.
3. Always carry a knife by your side, point-side down
with the blade facing behind you.
4. Keep knives sharpened. A dull knife causes an
accident much more frequently than a sharp one.
5. Hold knife and food properly and always cut away
from yourself and others.
6. Place dirty knives beside the sink. Do not place in
soapy water where they cannot be seen.
SUMMARY
The most important thing is to DO a food
preparation activity or experience with your
participants. Choose the best option for the
specific group, partner, and location. As you
recruit partners and participants, talk about the
importance of experiencing healthy food as part
of a nutrition education series. As a leader of
food preparation activities, thorough training
in food safety and kitchen safety are essential
to success. Participants are more likely to adopt
new behaviors they see modeled. Remember,
you are in a position to model the positive
behaviors you want participants to adopt.
•Keep aisles clear and uncluttered.
•If you need to use an extension cord, be sure to tape
the extension cord securely to the floor with electrical
tape out of the path where participants will walk.
10
Program Recruitment and Engagement
Moving More Breaks
MOVING MORE BREAK SUGGESTIONS
Moving more breaks are incorporated into each lesson to provide an
opportunity for participants to include more physical activity in their day.
These breaks are optional. They are not designed to train any one body part
but rather to allow participants to experience the positive feelings of moving
more. When moving more, always encourage participants to move only in
ways that feel comfortable to them. You may want to use music your
participants find appealing while doing the moving more activities.
Check with your university or organization to determine the level of risk/
liability acceptable as part of programming. The suggestions within the
curriculum and in this guide are low risk activities.
Adaptations
Adaptations can be made to the moving more activities. If participants
cannot stand up, they can do the activities while seated. Before every
moving more break, remind participants to move only in ways they feel
comfortable. If something does not feel comfortable, they should not
do it. Encourage them to do a movement that feels good in place of
the one that feels uncomfortable.
1. UPPER BODY STRETCH
Sit up tall in your chair, or stand up.
Stretch your arms overhead and lace your
fingers together, turn the palms to the
ceiling. Breathe out and stretch to the
right. Take a deep breath in and come
up to the center. Breathe out and stretch
to the left. Place your arms back at your
side. Take a deep breath in and lift your
shoulders up to your ears. Breathe out
and let them drop. Repeat 3 times.
Take your hands behind your lower back and lace your fingers together,
stretch your shoulders back, open your chest, keep your head in the center
and look straight ahead. Relax.
Program Recruitment and Engagement
11
2. NAME THE HEALTHY CHOICES
AT YOUR FAVORITE RESTAURANT
5. NECK STRETCHES AND SHOULDER
ROLLS
Find a partner. Walk around the room sharing with
your partner the name of your favorite restaurant and
as many healthy choices from the menu as you can
think of.
Lean your head to the right to give your neck a good
stretch. Hold this for a count of 15. Now bring your
head back to center. Now lean to your head to the
left and give your neck a good stretch the other
direction. Hold this for a count of 15. Repeat, then
bring your head back to the center.
Do this for about one minute. Now switch so that
your partner can share about his or her favorite
restaurants. Be sure to keep moving the entire time.
Leader Note: You can change the topic of discussion
to match the information presented in the lesson
being taught. For example, participants can share
favorite time-saving ideas for meal prep, favorite
places to shop for local produce, favorite spice and
herb combinations, etc.
3. NECK AND
SHOULDER
RELAXER
Turn your head to look
over your right shoulder.
Run chin down and
across the chest to look
over your left shoulder
and return along the
same path. Turn to the
left and repeat on the
other side. Slowly roll both shoulders backwards in
large circles. Do four full circles. Place your hands
on your shoulders and make large circles backwards
with the elbows. Do four full circles.
4. SHOULDER AND ARM STRETCHES
With your arms at your side, gently shrug your shoulders. Hold them up for the count of 15, then release
them slowly. Now bend your elbows and gently press
your shoulder blades together for the count of 15.
Next, with your thumbs near your armpits, slowly lift
and lower your elbow making “chicken wings” 15
times. Try not to raise your shoulders while you do
this. With one arm held straight out in front of you,
flex your hand like a policeman signaling “stop.”
Alternate arms ten times. You will feel each shoulder blade move. Now hold both arms straight out
in front of you. Make circles with both wrists for a
count of ten. Now, wave to the person on your right
and wave to the person on your left.
12
Shrug your shoulders toward your ears. Hold for a
count of 5. Release. Repeat two more times. Roll your
shoulders forward for a count of 15 and now roll
your shoulders back for a count of 15.
6. LOWER BODY IN MOTION
Sit up tall in your chair, feet flat on the floor. Keep
seated, lift your heels off the floor then put them
back down. Repeat 5 times. Lift your right leg out
straight in front of you, slowly point your foot (toes
toward the ground) and hold for 10-15 seconds,
and flex your foot (toes toward the ceiling) and hold
for 10-15 seconds. Rotate the ankle in a circle to the
right, repeat several times, then rotate the ankle to
the left several time. Put the right foot on the floor,
lift the leg and repeat.
7. WHAT IS YOUR FAVORITE ACTIVITY?
Start by acting out a physical activity you enjoy, for
example, swimming. Act like you are swimming,
while saying, “I enjoy swimming.” The whole
group also acts like they are swimming. Then call
on a participant, “Mary, what physical activity
do you enjoy?” and Mary replies by saying and
acting out her favorite activity. For example, “My
favorite activity is canoeing,” and she acts as if she
is canoeing. The whole group acts as if they are
canoeing. Everyone should continue with the current
activity until the next activity is called out, then they
switch to the new activity. This continues until all the
participants have had a chance to share an activity. If
you have a small group, you may want to go around
the group two times. Encourage the group to be
creative and have fun! Here is a list of ideas for Move
More activities should participants get stumped:
• Roller skating/ice skating
• Washing a car
• Skiing
• Basketball
• Bowling
• Hiking a trail
• Climbing a tree
• Shoveling
Program Recruitment and Engagement
8. TORSO TWIST
11. MOVIN’ ALL AROUND
Sit up tall, hands on your thighs. Take a deep
breath in and exhale. Slowly turn your body to
the right, placing your right hand on your hip
and your left hand on the side of your thigh.
Hold for 15-30 seconds. Slowly turn back
to front. Lift your arms up in front, straight
ahead of you, bring your finger tips together,
gently push forward through your shoulder
blades. Hold for 15-30 seconds. Bring your
arms back down. Take a deep breath in and
exhale. Slowly turn to the left side, placing
your left hand on your hip and your right
hand on the outside of your thigh. Hold for
15 to 30 seconds. Turn back to the front.
Lift your arms up in front, straight ahead
of you, bringing your finger tips together,
gently push forward through your shoulder blades.
Hold for 15-30 seconds. Bring your arms back down.
Take a deep breath in, exhale.
Perform each of these activities for approximately
one minute. The order of the activities may
be varied. After you go through each of
the activities, ask the participants which
movement was their favorite and
repeat it and/or ask them which one
they would like to finish with.
9. NAME GAME
Ask each person to think of a verb, an action, which
starts with the same letter as their first name e.g.,
“Jumping James.” The person does the action and
calls out their action-name. Everyone then repeats
the action and the action-name. Continue until
everyone has a chance to say their name. You can go
around again can make it faster, if you choose. For
participants who say “I can’t think of anything,” say
“Keep thinking, we’ll come back to you.” If they still
don’t come up with anything, ask the group to help.
(From http://wilderdom.com/games/
descriptions/NamePantomime.html)
10. DANCE FEVER
Call out a type of dance or dance move and the
participants do the move. Perform each dance move
for 1-3 minutes before calling out the next one.
Below are some examples:
• The swim
• The twist
• The hand jive
• Staying alive
Ask the participants to call out favorite dance while
everyone acts it out. If participants cannot stand, all
of the moves can be done seated.
Program Recruitment and Engagement
• March in place.
• Alternate heel taps. Alternate heel taps by
moving the right foot in front of your body
and placing the heel of the right foot on the
ground. Bring the right foot back and move the
left foot forward. At the same time, alternate
bending arms at the elbow, like you are doing
biceps curls. When the left leg is out, the right
arm will be curled up, when the right leg is out,
the left arm will be curled up.
• Step side to side. Bend arms at the elbow (starting
position for a lateral raise for shoulder) as you
step one leg out to the side, bring arms up to
shoulder level (as if you were doing a lateral raise
for shoulders), as you bring your feet together,
bring your arms back close to your body
(starting position for a lateral raise for shoulder).
Leader Note: The leg movements can be done while
seated. Using arms is optional. Participants can either
place their hands on their hips or do what is natural
to them. If they use their arms, they will feel their
heart rate increase more. If they place their hands on
their hips, their heart rate will not increase as much
as it would if they were using their arms.
12. DANCE THE NIGHT AWAY
Bring in music for popular group line dances and let
the group dance. Choose line dances that maintain
a low risk level for participants. Avoid fast-paced line
dances or any line dance that involves a higher risk
movement like jumping. Popular line dances come
around regularly, so be aware of appropriate current
dances for your audience. If your group really likes
line dancing as a form of physical activity, you can
easily incorporate this activity into each lesson, time
permitting. Below are some suggestions:
• Macarena
• Electric Slide
• YMCA
• Cha Cha Slide
• Happy
• Wobble
• Cupid Shuffle
13
13. BEACH VOLLEYBALL
15. TAKE A WALK
Pass out several invisible beach balls. Pass (carefully
hit) them around the room. Play along. You may
want to make a show of bringing the invisible balls
into the room. “Hand” them out
to folks to get them started.
Invisible balls get more
people active because
people wait for the real one
to come to them rather
than pretend it’s already
there. Encourage participants
to “hit” the balls in a variety
of ways, for example, with one hand, with two
hands, spike, get down low, to the side, in front, etc.
Encourage participants to have fun!
Lead participants on a 10-15 minute walk. Choose
a safe, accessible location inside the building,
outside around the building or in a surrounding
neighborhood. Instruct participants to wear
comfortable shoes, walk at their own pace and
only go as far as they feel comfortable. Make sure
everyone knows the route and allow for different
paces. If walking outside and participants will not be
in view of each other, create “walking buddies,” so
that no one is walking alone.
Leader Note: You can use other imaginary games
such as soccer, basketball or tennis.
Leader Note: Before leading the group on a walk
outdoors, evaluate the safety and accessibility of
a potential walking route by using a walkability
checklist. Checklists can be found on the Eat Smart,
Move More...North Carolina website,
www.EatSmartMoveMoreNC.com. If possible, carry
a cell phone with you in case of an emergency.
14. MR. ED’S SCHOOL OF COUNTING
Each hand clap counts as 1. Each foot stomp (or
knee slap) counts as 10. Can you count to 4? Can
you count to 32? What is 5 X 7? What is 144 ÷ 12?
Great job, give yourself 4!
You can also incorporate information from the
lessons—how many minutes of physical activity do
adults need for good health? How many minutes of
physical activity do children need?
14
Program Recruitment and Engagement
Move More Cadences in Spanish
INTRODUCTION TO EFNEP
Somos EFNEP en movimiento
Caminar nos mantiene a ritmo
Las lecciones desde el corazón de EFNEP
nos ayudan a saber cómo Comer Bien.
Comer Bien, Moverse Más es lo que hacemos
para estar sanos diariamente.
Comer Bien
Moverse Más
TODAS JUNTAS: Comer Bien, Moverse Más,Comer Bien,Moverse Más
FIX IT SAFE
El limpiar y separar, cocinar y dejar enfriar
aleja a su familia de las enfermedades.
Mantenga sus manos y las superficies limpias.
Separe las verduras de las carnes.
Deje cocer bien los alimentos.
El termómetro le ayuda y es entretenido.
Los alimentos fríos van fríos y los calientes, calientes.
Refrigere los sobrantes de inmediato.
El limpiar y separar, cocinar y dejar enfriar
aleja a su familia de las enfermedades.
Comer Bien Moverse Más
TODAS JUNTAS: Comer Bien, Moverse Más,Comer Bien,Moverse Más
Program Recruitment and Engagement
15
Move More Cadences in Spanish
CHOOSING MORE FRUITS AND VEGETABLES
Somos EFNEP en movimiento
Caminar nos mantiene a ritmo.
Las lecciones desde el corazón de EFNEP
nos ayudan a saber cómo Comer Bien.
Hay bayas rojas, negras y azules
En el almuerzo le hacen bien.
Ya sean frescas, congeladas o enlatadas.
Sírvase frutas secas en su mano.
Coma berza, brócoli y col rizada—
y todas las verduras verdes para mantenerse bien.
Las frutas y verduras rojas son bonitas
Saben bien y son un deleite.
Las zanahorias, calabacitas y chabacanos
llenan y satisfacen.
No se olvide de los frijoles y chícharos—
le ahorran dinero y son deliciosos.
Coma colores como del arco iris
Llene así la mitad de su plato diariamente.
Ahora que sabe cómo Comer Bien
Ponga frutas y verduras en su carrito.
Comer Bien Moverse Más
TODAS JUNTAS: Comer Bien, Moverse Más, Comer Bien, Moverse Más
16
Program Recruitment and Engagement