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- Explain the importance a high kj, high protein diet plays in an active lifestyle
- Explain the importance of balancing proteins, carbs and fats to  maximize recovery and allow for optimal muscle growth
- For athletes such as those competing in body building competitions, explaining the energy yield of fats and proteins, to  help integrate foods which contain lower fats and higher protein.
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·       Begin session by asking residents what they find challenging about sustaining a nutrient dense diet.

·       Have each resident provide their name whilst giving their input to provide an inclusive and comfortable environment.

·       Avoid referencing scientific jargon and use more simple language and terms so that it isn’t confusing or challenging for them.

·       Run information sessions in small groups/individually or in their friendship groups to create a comfortable environment and increase the likelihood of them sharing and asking questions.

·       Ensure where session takes place is in a quiet environment with no background noises, distractions and has appropriate seating for them to be sitting in.

·       Allow for regular ‘question time’ to take place so that information can be reinforced or clarified in different terms.

·       Using humour, display what an ideal full day of eating should look like through a video. Humour will lighten the mood and

·       Continually reinforce information that has been given to portray key points.

·       Try and converse with them to understand what their current dietary patterns are to understand the underlying issues in their diet and direct the focus of the session.

·       Get residents to write down any beliefs or values they may have in regards to what food they consume (doing this in a private manner so they are not embarrassed).

·       Have inviting body language – smile and use hand gestures to show residents you are approachable, warm and welcoming.

·       Provide information terms with clear visuals to guide their knowledge further. Visuals may be easier for the residents to comprehend as they are not required to read information.

·       Have a pamphlet covering all the information in the session, so they have their own refence to look back on.

·       Pamphlet should also convey encouraging information rather than discouraging undesirable behaviours to avoid confusion and rising anxiety about the fact they may not be eating the best.

·       Talk directly about foods rather nutrients, as residents may not have extensive knowledge on nutrients or be able to comprehend what nutrients are reflected in specific foods.

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- Before the session begins try to get to know the participants within the session gaining a connection, notifying them of experiences you have had and your background, this allowing for trust and open communication throughout the session

information session to be held in a more intimate location and amount of people within the session to be small to ensure any questions or queries that made can be made comfortable and with no judgement, the population as less inclined for assistance and advice on health related topics.

Ensure that the facility that the sessions is held at is easily accessible for this population (ramps, no steps, easy access to the community of this population), as if this doesn't occur they will be less incline to attend.

Speak slow, clear and at a reasonable volume to ensure nutrition information is heard, ensuring information is received correctly and no miscommunication as many may be hearing impaired. (The use of a microphone may be an idea?)

Appropriate body language is shown, ensure you’re inviting and able to answer questions whenever one arises, many may be too afraid to ask questions, even after the session finishes ensure each individual is approach to ensure information was translated correctly.

Provide information via visuals (such as powerpoint slides) to help back up claims and information that is being said, as only 30% of information heard and seen is remembered this is important rather than just speaking to a crowd.

Provide information such as handouts of other resources that are provided in the sessions so that this can be translated again at home for better understanding. Also after the session information the ensure is still be translated, many may attend a session and not think much about it later, for example sending out weekly handouts in the mail.

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- Identify the health concerns/ medical conditions that may be present in this age group. (e.g; Diabetes, Heart disease, osteoarthritis)
- Focus on the macronutrient/micronutrient groups that this age group will benefit from (fresh fruit, vegetables, clean cuts of meats, dairy products, eggs)
- run informational sessions regarding nutrition and ageing.
- in informational sessions for this group keep the focus around maintaining a healthy weight and ways they can do that, rather than ways they can lose weight etc. Most important thing for this age group is maintaining a healthy weight with adequate nutrient intake.
- using clear language and communication techniques that are simple to understand and follow with for this group.
- provide basic recipes that are simple to follow that they can take home from these information sessions.

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·      Begin session by asking residents what they find challenging about sustaining a nutrient dense diet.

·      Have each resident provide their name whilst giving their input.

·      Avoid referencing scientific jargon.

·      Run information sessions in small groups/individually or in their friendship groups.

·      Ensure where session takes place is in a quiet environment with no background noises, distractions and has appropriate seating for them to be sitting in.

·      Allow for regular ‘question time’ to take place.

·      Using humour, display what an ideal full day of eating should look like through a video.

·      Continually reinforce information that has been given to portray key points.

·      Try and converse with them to understand what their current dietary patterns are.

·      Get residents to write down any beliefs or values they may have in regards to what food they consume (doing this in a private manner so they are not embarrassed).

·      Have inviting body language – smile, use hand gestures.

·      Provide information in simply lay terms with clear visuals to guide their knowledge further.

·      Have a pamphlet covering all the information in the session so they have their own refence to look back on.

·      Pamphlet should also convey encouraging information rather than discouraging undesirable behaviours.

·      Talk directly about foods rather nutrients through visuals.

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Over 65+

-       Identify the typical health concerns of this age group and see if possible to draw on the experiences of the audience – Open up about own experiences or background knowledge to allow trust.

-       What do they know, some popular health beliefs or understandings they may have

-       What are the benefits of choosing healthy options and how will the cause a positive impact on their health? Can they relate this to their exiting circumstance?

-       What are the risks of not adhering to nutritional recommendations? E.g diagnosed diabetic continuing to have a high sugar diet without effective management?

-       Provide scientific knowledge/facts/information demonstrating the evidence of nutritional value has to health

-       Clear language and communication methods including visuals and examples. Printed information, easily attainable written information – less emphasis on digital literacy.

-       Identify possible barriers someone in this age group might face and work through possible solutions e.g physical ability to cook, make trips to the supermarket.

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-Hosting an information session that is highly interactive to keep the attendees engaged. e.g. using ice breakers, getting them talking to each other about their experience with diabetes
-Ensure communication between attendees is beneficial, e.g. keep noise level low, listen to each other before interrupting, no one speaking when leader is speaking. This is because the communication will primarily be performed by the attendees so there is less control the the sender will encode the message correctly or that the receiver will decode the message correctly.
-Use PowerPoint slides in the background (including pictures) so that attendees can refer back to what the main point if the message was not understood when the leader spoke.
-Use appropriate body language, stand tall, smile, use hand gestures to make attendees feel as comfortable as possible and so they know they're in a safe space where they can talk about their experiences with diabetes.
-Include easy to understand nutritional information, e.g. high fibre is an appropriate option because it doesn't spike your blood sugar levels as dramatically (assuming that the attendees understand what blood sugar levels are- a short slide explaining it may be beneficial).
-Ensure discussions between attendees are relevant. e.g. start with your favourite food to eat, eventually get them talking about what challenges they face being diabetic and how they feel about this.
-Use clear communicating visuals e.g. Australian Guide to Healthy Eating
-Ask for feedback at the end of the session

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- Quiet and non distracting environment.
- Body language: friendly, approachable, fun attitude.
- Effectively communicate using easy-to-understand language and pictures/graphics.
- Assume no prior knowledge and start with fundamental concepts.
- Integrate an activity or game to engage, maintain attention, strengthen message through practice.
- Provide examples that children can relate to their own experiences and describe the benefits e.g "Milk builds strong bones to grow bigger!" Involving them will empower them - "Do you put this on your breakfast cereal?"
- Include parents/care givers and school to provide multi-teared reinforcement of messages.
- Encourage family cooking and recognising foods when supermarket shopping.
- Multiple methods of delivering information - posters, activities, fridge magnets.
- Encourage substitutions instead of radical change and demonstrate examples.

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*What do they already know?
*what would they like to know?
*What is the current scientific research on this pops nutritional needs?
*what is the key nutritional message that will be conveyed?
*What are the benefits/risks of the message?
*What are the most relevant communicational strategies for this pop? e.g. media, Insta, reading, conference etc
*How do we get the most amount of exposure for this message?

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- Run information sessions in small groups
- When speaking, speak slowly, clearly and ensure you are loud enough with the correct tone
- Ensure location is adequate - no background noises or distractions
- Allow opportunity for questions throughout the session
- Appropriate body language - smiling
- Provide the information in simple terms and back up with clear visuals. For example, have a photo of different vegetables when discussing with them on what vegetables they should be eating.
- Hand out simple pamphlet or fridge magnet with important information at the end of the session

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Migrant Australians where english is not their first language

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Migrant Australians where english is not their first language

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I understood this question as more explaining what communication skills you should be aware of and display with the target group as opposed to actual nutritional advice - so on that you would need to make sure you are using lamens english and speaking slowly, not rattling off on long sentences and stopping to check that they understand what you're telling them. If you believe that they are not following you enough then include the use of infographics, pictures and more visual cues to aid your words to better ensure understanding.

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- begin by informing them of the importance of a nutrition session and the benefits of a balanced diet
-explain that their population group is constantly worrying about their physical appearance due to social media and the false advertisements and fad diets, easily accessible to them.
-adolescents are within a critical stage of growth and development and require a balanced diet to allow to provide for these changes (i.e. increase in iron and calcium)
-the inclusion of the NRV's and AGHE as additional info will allow them to further understand the importance of a balanced diet.
- using both visual and auditory aspects will allow for them to retain the information given
- conclude with discussion and allow for them to ask any questions and concerns

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- Begin session by discussing the groups regular diet, what they have grown up eating and what they currently eat now.
- Explain the value of having a nutritionally adequate diet at this stage of life and how it can benefit them (consider that many older people will be stuck in the way of what they are used to and will have little motivation to change life-long habits) provide relevant accessible sources of information - ADG, NRV's.
- Provide individuals with an understanding of holistic health and what nutrition has to do with this, and how this can better them while they are ageing.
- Provide them with food and meal ideas which meet the requirements discussed and are accessible, affordable, and relatively simple (older adults may not have the same functional ability as middle aged or young adults).
- Discuss the inhibitions that medication, impaired ability to eat, illness and restricted diets may have on food choices and how an individual can combat this.
- Communicate this through text, power point, visual aids and take home handouts with a simplified summary of the information communicated in the session.
- Provide allocated time for discussion and questions regarding the information presented in the nutrition session

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-  First introduce the importance of the session (malnutrition). Making sure that the females have understood what is been spoken about throughout the session is vital. Explain what malnutrition is and the risks involved with it.

- Subsequently introduce what the importance of a nutritional diet is and why it is important to follow the Australian guide to healthy eating. Provide NRV requirements so that it can be included into their diet. Providing the women with a pamphlet and a video about malnutrition is a good way to get them engaged into the session.

- Asking the females about the challenges they have faced and what they have done to overcome them. Discuss any socioeconomic issues and the environment they live in determining whether it is an issue as to why they are suffering from malnutrition.

- Discuss medication that may be taken to improve their nutritional status. Consider ways to try and increase their nutrients and implementing more food in their diet is crucial. Compromising instead of taking away and demanding changes in their diet is necessary. Any dietary requirements or cultural considerations and beliefs such as fasting or not eating specific food/animals is important.

- Concluding, list opportunities and allow the audience to ask questions and provide feedback on each question is important.

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-        Start with introducing nutrition and the importance of maintaining a healthy diet.

-        Explain that nutrition can influence both their physical health and their mental well being.

-        later, converse with them to understand what type of diets they have followed in the past.

-        Ask them to explain the challenges and difficulties they face when they try to eat healthy, that can include, accessing information on what products are healthy, accessibility, geographical location, money, or cultural restrictions.

-        Don’t try to remove things from their diet, rather, try to incorporate more healthy nutrients in their diet and gradually remove the unhealthy ones.

-        Provide them with visual representation of how much nutrients they should consume a day in a pamphlet so that they can keep it.

-        Discuss the risks of common habits, such as drinking, smoking, and sugar consumption

-        Consider their English and provide translators upon request.

-        Consider cultural beliefs in foods, e.g. if they eat halal food or strictly vegetarian food and avoid asking them to change their diet, rather, help them improve it.

-        Conclude with: discussion and allow them time to ask you questions.

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Aboriginal and Torres Strait Islander People

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Aboriginal and Torres Strait Islander People

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·       Meet and consult with the Indigenous Elders and senior leaders about all the topics that will be discussed in the session before you present the information to the community

o   Ask and understand what the major complication is when it comes to food choices e.g. accessibility, time, money

·       Incorporate foods that are accessible to them and their region. As well as, common foods that they normally cook with rather than introducing a food item/s that are hard to find

·       Present the Aboriginal and Torres Strait Islander Guide to Healthy Eating to provide the daily portion and examples of the different food groups

o   Communicated through print materials e.g. handouts, posters
·       Discuss the risks associated when not consuming a nutritious and balanced diet

o   Indigenous Australians have higher levels of diet related diseases, compared to non-Indigenous e.g. diabetes, heart disease and obesity

·       Throughout the session participants are encouraged to ask any questions/queries they have

o   This will help the educator understand if the message has been understood

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Indigenous Australians – Aboriginal and Torres Strait Islander Australians 

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Indigenous Australians – Aboriginal and Torres Strait Islander Australians 

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-Conduct some research such as government reports or statistics and also peer reviewed journals about health-related risk behavior of the group, conduct surveys and inquiry to some group in the community to hear their thoughts.
- think of the goal that this session wants to achieve such as informing the community about their health-related risk behaviour, providing the audience a reason why they should take action to this behaviour and give some advices with regards to the foods and lifestyle that will benefit their health.
-format of this education session such as video presentation in social media (facebook) with an  eye-catching caption and title -as most people are always updated in social medial.
-Content of the video should use plain language, straight to the point information, easy to understand medical terminologies
-content of the video: statistics report about the health related risk behavior of the community, comparison of indigenous vs non-indigenous, the associated diseases if they continue to do those unhealthy-related behaviours, the solution to prevent these associated diseases, such as the food that will help them get rid of these problems and also their lifestyle, healthy eating guides (sample of one day meal), benefits when guidelines are followed
-make sure these messages is simple and easy to catch up by including images, drawing, charts that will aid the nutrition session education topic
-at the end of the video encourage them to comment or message you if they have questions or clarification so that you will know they understand what you are trying to convey.

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-           Set expectations about the role of nutrition in a health pregnancy, delivery and baby.
- Explain that there are other important factors beyond nutrition that the expectant mother will need to consider (mindset/emotional health, physical health, other stressors etc)

-          Draw on suitable accessible guidelines (ADG, NRV’s)

-          Focus on food safety (preparation, limit takeaway, avoid certain foods i.e. raw/cold meats, raw eggs, certain fish)

-          Consider socio-economic status, cultural norms,  (talk will need to be tailored to ensure that participants have the necessary access, finances, education to implement your recommendations. ACKNOWLEDGE what the individual's position/needs are and adapt talk to fit the audience)

-          Avoid overwhelm (first-time pregnancy, focus on clear simple actionable messages)

-          Provide opportunities for discussion and feedback from participants (to ensure that your session is useful, relevant and there is no ambiguity, address concerns/anxieties)

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University students 18-25 year old:

-        Role of peer pressure – may impact how much alcohol they drink / nutrient-poor, energy-dense foods

-        Explain how eating a balanced diet can impact their mental health and physical health - Can help them feel better about themselves; get better in their sport/fitness activity of their choice

-        Provide easy, budget-friendly recipes for meals and snacks that they can make quickly but are not boring/bland meals

-        Give them easy, simple, straightforward messaging to avoid overwhelming them with information

-        Focus on adding in fruits, vegetables, grains into their diet, rather than saying that they can’t/shouldn’t have lollies, chips, chocolate, alcohol

-        Ask them beforehand what they struggle with in preparing healthy food, and what support they need/how they want to receive the support

-        Consider socioeconomic status:

o   Even if people are at university, doesn’t necessarily mean they are high SES so think about the access/lack of access they may have to foods

-        Consider religious/cultural beliefs:

o   E.g. Muslims need to have halal-certified foods

o   Cultural values may be that the whole family eats together