We have developed a “father-focused family intervention program for obese children” based on concepts in behavioral science. The purpose of this study was to evaluate its feasibility, continuity, satisfaction, and efficacy through this randomized controlled trial. The subjects were recruited from among participants of the “Screening for Lifestyle-related Diseases in Schoolchildren” conducted in Setagaya Ward from 2015 to 2018. Of the 13 consenting families, data were available for 10. We administered a survey, tracked the number of daily steps, and collected anthropometric measurements at baseline and at 1 and 3 months after intervention. The intervention included the distribution of a workbook and logbook and was performed for a month. Comparing the mean change in obesity for children in the intervention and control groups, there was a 0.4% greater reduction in the intervention group. In children in the intervention group, energy, fat, and carbohydrate intake was reduced after the intervention. In addition, the intake of raw and green leafy vegetables increased from pre-intervention levels.

There were also changes in the children’s lifestyle, especially in the intervention group. The proportion of children who ate a set amount of snacks, performed regular physical activities, and exercised with their families increased.

The purpose of this study was to clarify the recognition of the need for instructors to teach school lunch time. Therefore, we surveyed elementary school teachers, nutrition teachers, and school nutrition staff nationwide and asked for their responses with three answer options (1 : should be taught, 2 : neutral, and 3 : should not be taught). The results were tabulated for analysis and the response ratios suggested that elementary school class teachers, nutrition teachers, and school nutrition staff recognized the need for guidance in all the content categories of the nutritional instruction. However, the importance of teaching “the names of various foods,” “the names of various dishes,” “chewing well,” and “the importance of communicating through meals” was recognized by significantly more nutrition teachers than elementary school class teachers.