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O =[my^Young People s Food Choices and Preferences/ Chantal C. Gilbert CCFRA(P$  Introduction The number of EU schoolchildren who are overweight or obese is rising by about 400,000 per year Obesity heightens the risk for many serious illnesses Complex relationship between these diseases and young people s lifestyle, attitudes, physiology, genetics and environment Children s food choices  lower intake of fruit & vegetables and higher intake of foods that are high in salt, sugar & fat Childhood nutrition is a hot topic: the role of the media, parents, schools, food manufacturers, sedentary lifestyles What are the factors that influence young people s food choice? How can we measure and influence their food choices and preferences?Zr^Factors that influence children s food choicesnSensory factors (affective) Taste  most important Appearance, especially colour Texture Sound Smell Energy density of the food  learn to positively associate with flavour Hedonics & 2   @Non-sensory factors (cognitive, environmental, social, biological& ) Hunger Family preferences Culture Influence of friends Price Availability Brands Attitudes & *D ]D]  vChildren as consumersInfluence their parents on purchasing decisions (pester power) Pocket money spending Peer influence Knowledge of products, brands, advertising, pricing, decision making strategies, negotiating approachesnChildren as consumers (2)  4As with any type of consumer, product success among children is dependent on sensory factors as well as non-sensory factors It is difficult to generalise which sensory characteristics work and which don t work This can be category or product-specific Can depend on the age of the child Individual preferences can differ However, here are some observations from the literature as to children s likes & dislikes& <ZnZ[Zn[  6Children s likes & dislikes  General Early childhood exposure to a wide range of flavours and textures can help decrease food neophobia Self-expression& they do not want re-packaged adult food products Repeated exposure can increase acceptance of a product Familiarity  children like what they are familiar with Foods that satisfy children s hunger and taste buds!(HH2a     >Children s likes & dislikes (2)   Appearance Colourful foods appeal to children Fun shapes, play value, especially with younger kids Bright coloured packaging Texture In general: Dislike lumps or large fruit pieces Dislike appearance of  bits Smooth textures Smaller, softer foods Prefer things that are easier to chew However, there is also some evidence that children like unusual textures and texture variety ZrZZ ZZ]Z r ] { >Children s likes & dislikes (3)   .Taste and flavours Innate preferences: like sweetness, dislike bitter Learned preference: saltiness Unique flavours Flavour variety Special formulations Taste is very important& if you can make it healthy and taste good, they will eat it But then&  marketing issues Negative connotations for  light products Evidence that products labelled  healthy are assumed to have negative sensory characteristics and thus less likely to be likedtZZrZ Zkr   >Children s likes & dislikes (4)   Best way to understand children s likes & dislikes, especially in relation to your product& ASK THEM! Important to use kids in sensory product testing! However, bear in mind there are many methodological issues when testing with childrenD] %(2] 3$f   s+Sensory and consumer research with childrenMeasuring food choice Observational approaches Diary studies Recording food consumption One-on-one interviews Focus groups Questionnaires Sensory preference testing Hedonic scales Controlled intervention studies( UMethodological issues Cognitive and social abilities Method selection; adapting techniques for the appropriate age range Confusion of attributes Type of scale e.g. verbal vs. facial Number of scale points Child-friendly language Parental consent Parental involvement? See ASTM E2299-03 for guidance,Z@Z@@ tExample: online surveyCCFRA conducted online surveys as part of the  children s food choices research project 5 local schools 5-10 year old children Methods: conjoint analysis as well as multiple choice tasks, conducted over the internet, within the schools Food choice task  visual assessment only Meal combinations: drink, main meal & snack Example of summary results for snacks& kZk@Children s Food Choices - Snacks!!&   pResearch with adolescents& The HELENA project www.helenastudy.com>C3/ oE8Healthy Lifestyle in Europe by Nutrition in AdolescentsOverall aims Assessment of the nutritional status of European adolescents between 13 and 16 years-old Development and validation of a Lifestyle Education Programme - improving eating and lifestyle habits Development of healthy foods that are appealing to adolescents - based on knowledge gathered on adolescent food choices and preferences Food Choices and Preferences research programme Investigate the issues, determinants and preferences surrounding adolescent food choice and healthy eating Methods: Focus groups (300 adolescents, 5 countries) and quantitative surveys (3000 adolescents, 11 regions)l G0 G `7Food Choices and Preferences: UK Focus Groups*(3(3 R'Focus groups: DesignGroups were divided by age and gender, i.e. 4 types of groups: - Male, 13-14 years - Female, 13-14 years - Male, 15-16 years - Female, 15-16 years UK locations: Manchester, Birmingham & Bristol UK sample: 10 focus groups, 71 adolescents in total Discussion guide topics: Eating habits, influences on food choice, favourite foods, restricted foods, perception of healthy foods, healthy lifestyle and physical activity, sources of information, concept testing for new product ideasX?nVnMn?Vc M Eating Habits  Breakfast Weekday breakfast usually cereal &/or toast, though cereal bars, yoghurt and fruit also mentioned; weekend breakfast can include cooked foods Lunch Sandwiches, usually accompanied by a bag of crisps and/or a snack bar and sometimes fruit Dinner Parental influence is evident  I just have what my mum cooks (F, 15-16, Bris) Pizza & pasta are a popular evening meals, as are jacket potatoes, meat & veg, sausage & mash, etc. Convenience foods - chosen when parents are not cooking Z2` Z  2    I0Eating Habits  Snacking Most popular snacks: Crisps, and cookies/biscuits Other popular choices: fruit, chocolate bars, cereal bars, yoghurts, sweets, chocolate muffins, Jaffa cakes and donuts Boys - also mentioned more  substantial snacks: Sandwiches, toasties, sausage rolls, bacon baps, beefburgers (& even  bowl of pasta and  full English breakfast !) Snacking - especially after school Main reason: they are hungry! Snacking - seems to be more frequent at the weekend  When you get more time you get more hungry at the weekends usually  you think about it more I guess (F, 15-16, Bris)ZZvZZt\ < vLFactors influencing food choiceBarriers against healthy eating <Taste & Boredom 'Most healthy stuff (snacks) is just disgusting' (M, 13-14, Birm)  I think it is a bit boring, healthy things (F, 15-16, Bris) Hassle  You have to cook healthy foods (F, 13-14, Man) Cost & value for money 'You see a Mars bar and that is 40 p and you see these Tracker bars and they are 40 p and you think, why bother because the Mars bar is twice as big and ten times as heavy so you just go for a Mars bar' (M, 15-16, Man) Doesn t fill you up  Fruit isn t very effective when I get hungry  I eat chocolates and crisps or something (F, 15-16, Birm) Lack of immediate concern 'Well I think it is important now but I will address it more in the future' (M, 13-14, Birm)FFF2FFFFFFFA>1dM;- Information sources JBrands and adverts were not ranked highly in the list of influences on food choice, but they are very aware of the media Jamie Oliver,  Supersize me ,  You are what you eat , etc. Media savvy and healthy amount of scepticism  Trying to make it look healthy which it isn t really because you don t go into McDonalds to have a salad, you go in for a burger don t you? (M, 13-14, Man)  (Labelling something) fat free or whatever but then they have got as much rubbish in it so it makes it no good for you anyway. So it shouldn t be misleading (F, 15-16, Birm) Knowledge is there, but appears they are finding it difficult to put into practice  & have 5 fruit and veg a day, but it doesn t really say if you can have 5 grapes and that will be it (F, 15-16, Bris)PP0P2SPPOSJ  }5Concept testing with adolescents: a few observations66$5  Various product concept ideas were presented e.g. fat-free hamburger; chewable vitamin tablets; low-fat fibre-added meat sticks; vitamin tablets for a fizzy drink; etc.  Hits : Fun shapes and colours Low fat& but for some things (like hamburgers):  what s the point Flavour variety Novel (but still familiar) flavours  Misses : Concepts that are too far away from what they are familiar with Sensitive to colour variations e.g. pale colour =  light version Adding fibre where adolescents don t think it belongs!`    { Conclusions    Children & adolescents are driven by taste - important to understand likes & dislikes Adolescents are hungry! This, together with the need for convenience and the perception that healthy foods won t fill them up, may be contributors to unhealthy snacking Parental influence plays an important role in young people s food choices; this influence may be positive or negative, usually depending on the age of the child Information/Intervention - need to make it easy for young people to put healthy eating messages into practice. However, careful using  healthy labels as they can lead to negative expectation of the product pZpo zConclusions (2)   General statements regarding preferred sensory characteristics are difficult to make as preferences can depend on: Type of product Age of the child Individual likes/dislikes Familiarity & previous exposure to the product Environmental influences& Etc. Balance product innovation with elements of familiarity Best way to know if your product is liked by children: include them in your sensory-based consumer research! Use age-appropriate techniques and language when conducting sensory & consumer research with childrenBsZZ Zs    References   z ASTM Committee E18. Standard Guide of Sensory Evaluation of Products by Children. E2299-03, 1-12. 2003. ASTM International. Sensory Evaluation of Materials and Products. Birch L L (1992) Children's Preferences for High-Fat Foods. Nutrition Reviews 50: 249-255. Birch LL and Fisher J O (1998) Development of Eating Behaviors Among Children and Adolescents. Pediatrics 101: pp 539-549. Birch L L and Sullivan S A (1991) Measuring Children s Food Preferences. Journal of School Health 61 (5): 212-214. Brown K, McIlveen H and Strugnell C (2000) Nutritional Awareness and Food Preferences of Young Consumers. Nutrition & Food Science 30: 230-235. Cooke L (2004) The Development and Modification of Children's Eating Habits. BNF Nutrition Bulletin 29: 31-35. Gilbert C C (2006) Adolescent Food Choices and Preferences: Results of UK Focus Groups. CCFRA R&D Report (In preparation). Guinard JX (2000) Sensory and Consumer Testing With Children. Trends in Food Science and Technology 11: 273-283. Johnson SL, McPhee L and Birch L L (1991) Conditioned Preferences: Young Children Prefer Flavors Associated With High Dietary Fat. Physiology & Behavior 50: 1245-1251. O'Dea, J (2005) Improving adolescent eating habits and prevention of child obesity: Are we neglecting the crucial role of the parents? Nutrition & Dietetics, 62: 66-68. Popper R and Kroll J J (2005) Conducting Sensory Research with Children. Journal of Sensory Studies 20: 75-87. Wardle J, Herrera M L, Cooke L and Gibson E L (2003b) Modifying Children's Food Preferences: the Effects of Exposure and Reward on Acceptance of an Unfamiliar Vegetable. European Journal of Clinical Nutrition 57: 341-347. http://www.foodproductdesign.com/articles/462/462_0196AP.html H    u  p    X          R     &   K  5 ! t   np  D #  i       Thank you for your attention!   /     P0 zrp ( s@ S@   0  O3   P*    0   3   R*  d  c $ ?po     0(  e @1   RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  68  O    P*    6̥      R*  H  0whg ? ̙3380___PPT10.[\  0` ̙33` ` ff3333f` 333MMM` f` f` 3>?" dd@(3z?" d3d@3  " @ ` n?" dd@   @@``@n?" dd@  @@``PV 3   @ ` ` p>> ( :G   01   RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S^   `0gֳgֳ ?lq  ,*C.C. 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