P72

Middle school teachers are the targeted implementers for EatFit, an intervention driven by the Social Cognitive Theory where the focus is to change one dietary and one physical activity behavior. Teachers have limited time to introduce nutrition and fitness concepts in their classroom. Determining optimal intervention intensity to meet the time constraints of the teacher and maximize behavioral impact on the students has proven to be a challenge. This study investigated the influence of intervention intensity on 7th & 8th grade participants' dietary and physical activity behaviors. A convenience sample was drawn from an urban middle school in a low-income community in Central California (n = 126). Participants were randomly assigned to treatment (12 lesson intervention) or control (6 lesson intervention) with data collected before and after the intervention. Measures assessed participants' dietary self-efficacy and behavior and physical activity self-efficacy and behavior. Analysis included ANCOVA where the explanatory variable was group as the main effect with covariates being pre-intervention score, gender, class period, and ethnicity. One hundred and seven ethnically diverse participants with a mean age of 12.2 ± 0.6 years old were included in the analyses (46% male). No significant differences were found between groups for the dietary behavior (P = .11), dietary self-efficacy (P = .41), physical activity behavior (P = .23), or physical activity self-efficacy (P = .23) variables. The intervention intensity of six lessons resulted in similar outcomes for changing one dietary and one physical activity behavior in adolescents compared to the intervention intensity of 12 lessons. Funding was provided by the California Food Stamp Nutrition Education Program.