Results

Jump with Jill is an evidence-based program.


Evaluations report an overwhelmingly positive response to the show and an increased and sustained motivation over time.

Teacher evaluation of the music-based nutrition education intervention Jump with Jill: Empowering educators to teach nutrition (2018)


Jump with Jill is a powerful one-hour assembly that empowers classroom teachers to implement short bursts of supplied curriculum to continue the show’s messaging. Among all respondents:

  • program awareness increased over time
  • (1) activity books with accompanying teacher guides and (2) posters were the most popular tools
  • access to engaging nutrition education tools increased 
  • confidence for making nutrition exciting to teach was maintained in all groups
  • lack of expertise in nutrition decreased with program exposure
  • willingness to engage students on the subject of nutrition increased 
  • instructional time spent teaching nutrition and/or movement increased over time

Key takeaways to apply to future scaled programming:

  • create more coaching opportunities for all teachers aka nudging emails
  • key influencer is a health-focused administrator, most typically the Food Service Director
  • provide this champion with specialized toolkit to use in the cafeteria

 

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Jump with Jill Supports Increase in School Milk Consumption (2017)


According to Dairy Management Inc.’s September 2018 report, the rate of fluid milk per capita consumption has been declining -2.5% per year since 2010. The dairy-themed messaging of the nationally-touring Jump with Jill nutrition education program for elementary school kids appears to not only counter the downward trajectory, but on average to increase milk consumption 9.3%. The calculation was based on average milk per student from seven Michigan schools at a baseline (2015-2016 school year) and the following year when Jump with Jill was performed (mid-year in the 2016-2017 school year). The six schools demonstrating an increase are detailed below. While the sample size is small, focused in one geographic region, and the time frame of data does not isolate Jump with Jill as the single factor for improvement, this is strong support for continuing dairy-supported Jump with Jill Live Tours and further study on outcomes.

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Evaluation of a music-based nutrition education intervention Jump with Jill: Impacts on willingness to try, confidence, and enthusiasm of 3rd graders in Texas (2017)


The Jump with Jill-Texas Department of Agriculture partnership is creating an unprecedented swell of change in Texas schools. The Jump with Jill program demonstrated statistically significant improvements on students’:

  • willingness to experiment with new healthy foods.
  • confidence that choosing healthy foods will improve their health.
  • enthusiasm for nutrition education.

Furthermore, these results were maintained over time. 

The positive experience derived from Jump with Jill helps audiences develop deep intrinsic motivations that positively influence health outcomes and lead to high levels of program satisfaction among participants. Jump with Jill creates positive impressions of healthy foods, moderates negative responses, and creates commitment to healthy behaviors.

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Evaluation of a music-based nutrition education intervention Jump with Jill: Impacts of edutainment and gamification techniques on 3rd graders in New Jersey (2018)


Objective: To incorporate media strategies into the nutrition education intervention, Jump with Jill, to (1) change student knowledge and intentions; (2) stimulate enthusiasm; and (3) enhance evaluation.

Methods: Third graders (n=193) completed a pre-survey, watched a 60-minute show, and completed a post-survey. Data was collected interactively, where students lined up behind an emoji that best represented their answers.

Results: Statistically significant improvements were reported for drink preferences, enjoyment of nutrition education and experience taking the survey; all aggregate responses for knowledge, attitudes and intention became significantly more positive (p=.05). Furthermore, approximately 95% reported positive ratings to participating in the survey (P<0.0001).

Conclusions and Implications: Use of edutainment may serve to stimulate change in nutrition knowledge and intention in 3rd grade students. Perfecting this gamification of nutrition education evaluations may serve the field by increasing accuracy of student responses when language, reading level, or survey inexperience are barriers.

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Texas Farm Fresh Jump with Jill Live Tour Performances and Taste Testings Findings (2016)


Jump with Jill was an extremely popular strategy for teaching elementary school-aged children about healthy eating. School support for the performances was extremely strong, as illustrated by teacher willingness to use materials prior to the show (unexpected and contrary to most interventions) as well as through campus leader communications to students and the community prior to performance. This enthusiasm spurred:

  • an overwhelming willingness to try healthy foods – 94% of students trying foods presented to them,
  • moderating extreme negative opinions of healthy foods – the number of extreme negative responses decreased no matter which group students were in.
  • and sustaining motivation over time – changes recorded at the post-test remained at the follow-up test four weeks later.
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The School District of Philadelphia Office of Research and Evaluation Eat.Right.Now. Evaluation (2013)


  • According to teachers, students’ emotional affect when viewing Jump with Jill was “very excited (92.4%), very happy (92.4%),… and not at all bored (94.4%) (Dahl et al. 74). By comparison, another nutrition assembly rated students quite differently – only 12% of students were very excited, 14% were very happy, and 45.7% were very bored!
  • Teachers indicated a positive perception of the Jump with Jill assembly. Compared to other assemblies, “Jump with Jill scored highest on entertainment value…”. “Teachers found the assembly to be excellent in entertainment value (79.4%) and student engagement (73.2%).”
  • Students who watched the Jump with Jill assembly “responded with more specific examples about why they should eat healthy foods, as well as kinds of healthy and unhealthy foods. Students who viewed another  nutrition assembly spoke about foods in “more general food categories.”
  • Of students who viewed Jump with Jill, more than half (60.8%) of responses about learning something new referred to healthy eating, “such as why they should eat healthy foods more often, portions of the plate that should be filled with fruits and vegetables, and the importance of eating breakfast.” Another nutrition assembly, almost half of student responses (44%) to learning something new referred to unhealthy eating, including “kinds of unhealthy foods” and “health problems related to eating a poor diet.”

Jump with Jill Presented by Fort Wayne Cardiology America on the Move Evaluation (2009)


In support of America on the Move, Fort Wayne Cardiology in Indiana conducted an independent evaluation of Jump with Jill. Researchers determined the show had a meaningful impact on 3rd, 4th and 5th graders’ behavior including a self-reported increase in physical activity, drinking more water, and drinking less soda. Seven weeks after watching Jump with Jill, students could still recall the show’s messages, particularly about the importance of physical activity.

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COPYRIGHT PAGE


The author holds all trademarks, copyrights, and likenesses associated with Jump with Jill® including all original audio and video recordings, lyrics, and other pre-existing works.

  • For reproducing the program components of these studies, complete the booking form at jumpwithjill.com/booking.
  • For reproducing the survey techniques administered and implemented in our studies, include “Jump with Jill Likert Scale Survey Technique for Children (© 2018 Jump with Jill)” in your METHODS section.
  • For reprints and permission service of these articles and all other licensing requests, contact info at jumpwithjill.com.