After-school Intervention Research Articles

Perspectives of Rural High School Students Involved in a Multi-Component, After-School Physical Activity Intervention.

After-school physical activity interventions can assist high school students in meeting physical activity recommendations; however, little is known about what kinds of programs work best for students in rural settings. The purpose of this qualitative study was to explore rural high school students' perceptions of a multi-component, after-school physical activity intervention. Interviews were conducted with 10 students who had participated in a physical activity intervention. Thematic analysis was conducted on the interviews. Participants indicated that the intervention provided a supportive and motivating environment through the use of innovative technology and peer relatedness/involvement. Although barriers such as time constraints often prevented them from achieving their weekly goals, students expressed overall satisfaction with the intervention and a heightened self-motivation for physical activity. The qualitative approach provides a greater understanding of the perspectives of rural adolescents participating in a physical activity intervention. Findings can be useful to school nurses and inform the development of future physical activity interventions.

An implementation evaluation of a sports-based health intervention for underrepresented middle school youth in Philadelphia.

Multicomponent, community-based programs aiming to improve health behaviors in youth are needed but can be challenging to implement. Research is needed to better understand the factors that facilitate and inhibit effective implementation of these programs especially for youth at increased risk of health disparities. This study aimed to identify and explore the implementation determinants and outcomes of a multicomponent health intervention conducted from 2021 to 2022 for middle school students living in underserved communities in Philadelphia, PA, USA. Mixed methods approaches, including self-report surveys and semi-structured qualitative interviews, were administered to 18 members of the implementation staff at the end of the program, including coaches (n = 7), assistant coaches (n = 2), school champions (n = 6), administrative leaders (n = 2), and a school district administrator (n = 1). Survey and interview questions were guided by the Consolidated Framework for Implementation Research (CFIR), and interviews were thematically coded following transcription based on 26 CFIR constructs. Innovation source, evidence strength and quality, cosmopolitanism, and the personal attributes of individuals were key constructs associated with implementation effectiveness. Data revealed three multidimensional themes that highlighted broader challenges influencing implementation: (i) broad consensus, different interpretations, (ii) staffing challenges, and (iii) continuity is key. The need for the program was clearly recognized and overall belief in the purpose of the intervention was strong among key program staff and administration. However, issues including limited engagement with training, staffing turnover, and the rotational programming design hindered implementation. Future projects aiming to implement multicomponent after-school time interventions must ensure a consistent vision among partners and continuity in program delivery.

Feasibility of an After-School Physical Activity Intervention for Adolescent Girls

ABSTRACT Background Adolescent girls are at an increased risk of low physical activity and the associated health consequences. Girls Can Move!, an after-school intervention guided by social cognitive theory, was designed to increase physical activity. Purpose To examine the feasibility and initial effectiveness of Girls Can Move! Methods The 8-week pre-post intervention provided low-active adolescent female participants with a variety of physical activities led by active female role models. Attendance, weekly process evaluations, and a post-intervention focus group were used to assess satisfaction and feasibility. At pre- and post-intervention, participants wore an accelerometer for 7 days to measure physical activity. Results Of the 17 enrolled participants, 13 (11.7 ± .7 years, 82% Black/African American or multiracial) completed the intervention. The average attendance rate was 82%. On a scale from 1 to 5, participants reported the sessions were fun (4.5 ± .6) and increased their confidence (4.1±.5) and physical activity (4.1±.5). There were moderate-to-large increases in objectively measured physical activity (d = .71). Discussion Girls Can Move! is feasible and should be tested using a randomized controlled trial design. Translation to Health Education Practice Girls Can Move! can be implemented in after-school settings with the support of university and community partners to promote physical activity among adolescent girls.

Philanthropic and Functional Motivation of DREAMS Afterschool Intervention Programme Volunteers:

Philanthropic and Functional Motivation of DREAMS Afterschool Intervention Programme Volunteers:

Cost Utility Analysis of an After-School Sports Sampling Program.

The purposes of this study are to describe the costs of implementing an after-school physical activity intervention in three diverse, low-resourced, schools and to understand the potential aerobic impact of this program by cost. We conducted a cost utilization study from an 8.5-month physical activity intervention. Three diverse, low-resourced, middle schools in the Midwest; The sample (N = 178) were mostly males (52.2%), African American or Black (54.8%), and divided between 6th, 7th, and 8th grades. Costs were collected from contracts, invoices, payroll, and receipts. Metabolic equivalents were collected from past literature. Costs/MET-hour were calculated for the schools and entire program by dividing costs by total MET-hours engaged in physical activity. Costs were $2.51/MET-hour, $8.96/MET-hour, and $10.73/MET-hour for the three schools. On average, the intervention had a cost of $4.73/MET-hour. Cost/MET-hour for the present study is comparable or lower than other school-based physical activity interventions that require additional staff time and programming outside of standard classroom activities. Scale-up of after-school programs may be one way to improve the costs of programs in both schools and districts.

Project DREAM: Iterative development of an afterschool program with an emphasis on youth-adult relationships.

The current manuscript describes the iterative development of an afterschool intervention aimed at fostering supportive relationships between adolescents and adults from their everyday lives. Project DREAM (Developing Resourcefulness, Engagement, Acceptance, and Mentoring) is a novel afterschool preventive intervention aimed at promoting youths' improved academic outcomes via gains in social and emotional development and their connectedness with nonparental adults. The purpose of the iterative development process was to improve the intervention to make it maximally usable and acceptable to the intended users and participants. The iterative development process was informed by data collected from advisory boards, focus groups, interviews, and observations of program sessions. In the current article, we describe the methods implemented as part of this process and fully describe the resulting intervention revisions completed across the 2-year period. We also summarize lessons learned.

Statistical analysis plan for a cluster randomised trial in Madhya Pradesh, India: support to rural India’s public education system and impact on numeracy and literacy scores (STRIPES2)

BackgroundIndia has made steady progress in improving rates of primary school enrolment but levels of learning achievement remain low. The Support To Rural India’s Public Education System (STRIPES) trial provided evidence that an after-school para-teacher intervention improved numeracy and literacy levels in Telangana, India. The STRIPES2 trial investigates whether such an intervention will have a similar effect on the literacy and numeracy of primary school age children in the Satna District of Madhya Pradesh, India.Methods/designThe STRIPES2 trial forms one part of a cluster-randomised controlled trial with villages (clusters) randomised to receive either a health (CHAMPION2) or education (STRIPES2) intervention. Building on the design of the earlier CHAMPION/STRIPES trial, villages receiving the health intervention are controls for the education intervention and vice versa. The primary outcome is a combined literacy and numeracy score. Secondary outcomes include separate scores for literacy and numeracy; caregivers’ engagement with child’s learning; expenditure on education; enrolment in school; caregiver’s report of school attendance and the cost effectiveness of the intervention. Over 7000 primary school age children have been recruited and randomised in STRIPES2.DiscussionThis update to the published trial protocol gives a detailed plan for the statistical analysis of the STRIPES 2 trial.Trial registrationRegistry of India: CTRI/2019/05/019296. Registered on 23 May 2019. http://www.ctri.nic.in/Clinicaltrials/pdf_generate.php?trialid=31198&EncHid=&modid=&compid=%27,%2731198det%27

The Effectiveness of an After-school Sport Sampling Intervention on Urban Middle School Youth in the Midwest: Posttest-Only Study

Effective and scalable interventions are needed to combat chronic low levels of youth physical activity. After-school sport sampling programs may be vital interventions for teaching sports and increasing physical literacy and physical activity, which result in healthy lifelong habits that are maintained into adulthood. The purpose of this study was to test the effectiveness of an after-school sport sampling intervention among underserved youth in the Midwest. Youth (n=81) in 3 middle schools within a large Midwest city participated in an 8-month, after-school physical activity intervention that aimed to increase moderate- and vigorous-intensity physical activity, improve physical literacy, and decrease BMI. Difference scores for this 2-group, posttest-only design were calculated. A series of 2-tailed t tests were conducted to assess between-group differences. The intervention group had significantly better physical literacy (t115=7.57; P=.004) and engaged in more moderate- and vigorous-intensity physical activity minutes per week (t115=4.28; P=.04) and steps per day (t115=4.29; P=.03). An after-school sport sampling program may be an effective solution for combating youth physical inactivity. Future research should assess the scalability of this intervention with larger populations and in different areas. RR2-10.2196/37126.

Mandatory after-school use of step tracker apps improves physical activity, body composition and fitness of adolescents.

Previous scientific research on the use of mobile applications to increase physical activity level and improve health among adolescents does not provide conclusive results, one of the main reasons being the lack of adherence to the intervention after the first weeks. For this reason, the main objectives of the research were to determine the changes produced by a compulsory ten-week period of after-school intervention with mobile step-tracking applications on adolescents' health; and the final objective to compare the benefits obtained by each of the mobile applications. To meet the objectives, a longitudinal study with non-probability convenience sampling was proposed. The sample consisted of 400 adolescents from two public compulsory secondary schools in the Region of Murcia, Spain, whose body composition, level of physical activity, adherence to the Mediterranean diet, and physical fitness were measured. The SPSS statistical software was used for statistical analysis. The results showed that adolescents in the experimental group showed a higher level of physical activity and better body composition and physical fitness variables after the intervention compared to the control group, with differences between the different applications used. In conclusion, this research shows the usefulness of mobile applications if they are used in a compulsory way after school hours. The relevance of these results for policymakers lies in the fact that they provide statistical data on the usefulness of mobile applications as an educational resource, being an option to make up for the lack of sufficient physical education teaching hours to meet global physical activity recommendations.

Effect of after-school physical activity on body composition in primary school children: The Slovak "PAD" project.

Physical activity is associated with many physical and mental health benefits. This study aimed to investigate the effect of a 24-month after-school physical activity intervention on body composition in normal-weight children. Participating students (6-7 years of age at baseline) were divided by reason of their parental preference to intervention and control groups. Children in the intervention group (n= 20; 10 boys and 10 girls) followed an aerobic training program (two 60-min sessions per week), whereas children in the control group (n= 20; 10 boys and 10 girls) participated in the usual practice. Body composition characteristics were repeatedly measured by means of bioelectrical impedance method. At 2 years, finally, intervention boys had a smaller rise in BMI (mean difference, MD: -0.97 kg/m2 , p< 0.05), BMI z-score (-0.44, p< 0.09), body fat % (BF%) (-6.47%, p< 0.01), and fat mass index (FMI) (-1.32 kg/m2 , p< 0.001) than controls. In girls, however, the intervention program induced no significant differences (p > 0.9) in the measured variables compared to controls at the final follow-up (MD: -0.04 kg/m2 for BMI and -0.01 for BMI z-score). Changes in BF% and FMI in a positive direction occurred at 18 months (MD: -3.38%, p< 0.05 and -0.99 kg/m2 , p< 0.01, respectively), but did not persist over time (p> 0.07). In addition, no significant changes (p> 0.07) in the fat-free mass index were associated with the physical activity intervention in either boys or girls. In conclusion, compared to the controls, a long-term physical activity intervention in boys was associated with a significantly smaller rise in BMI and improvement of body composition by reducing both BF % and FMI. In girls, however, this intervention did not result in any statistically significant changes in body composition variables.

Pre-/Post- Assessment of a Sexual and Reproductive Health Training Program for Young People in Namibia

During the first COVID-19 lockdown in Namibia (March-September 2020), the Ministry of Health and Social Services reported there were an estimated 14,983 teenage pregnancies in 2020, an increase from the prior year&amp;rsquo;s estimated 13,552. The regions of Kavango East and West were particularly impacted. In response to these figures, the Ombetja Yehinga Organisation (OYO), a youth-focused Namibian non-governmental organization, facilitated an after-school intervention in 2021 to discuss key sexual and reproductive health knowledge. An identical questionnaire was administered at both pre- and post-test, in order to provide baseline information for assessing the effectiveness of a school-based intervention to promote safe sexual behaviours. A total of 18 schools in the regions of Kavango East and West participated in the intervention between May-September 2021, and 638 learners aged 13-25 were included in data analysis after completing both the pre- and post-tests. Prior to the intervention, knowledge on sexual and reproductive health, including safe sexual behaviours and accessing contraceptives was limited. Results obtained at post-test indicate there were significant increases in participants&amp;rsquo; level of knowledge between pre- and post-test, suggesting that school-based interventions (such as the OYO program) may be effective in disseminating this crucial information to at-risk populations.

Sexual and reproductive health and rights knowledge, perceptions, and experiences of adolescent learners from three South African townships: qualitative findings from the Girls Achieve Power (GAP Year) Trial.

Background: Adolescence is a time of psycho-social and physiological changes, with increased associated health risks including vulnerability to pregnancy, HIV, sexually transmitted infections, and gender-based violence. Adolescent learners, from three townships in South Africa, participated in a 44 session, after-school asset-building intervention (GAP Year), over 2 years providing sexual and reproductive health (SRH) education. This paper explores adolescent learners' SRH, sexual risk and rights knowledge; perceptions about transactional sex; and contraceptive method preferences and decision-making practices. Methods: The intervention was conducted in 13 secondary schools across Khayelitsha, Thembisa, and Soweto, South Africa. A baseline survey collected socio-demographic data prior to the intervention. Overall, 26 focus group discussions (FGDs): 13 male and 13 female learner groups, purposively selected from schools, after completing the intervention (2 years after baseline data collection). Descriptive analyses were conducted on baseline data. Qualitative data were thematically coded, and NVivo was used for data analysis. Results: In total, 194 learners participated in the FGDs. Mean age at baseline was 13.7 years (standard deviation 0.91). Participants acquired SRH and rights knowledge during the GAP Year intervention. Although transactional sex was viewed as risky, some relationships were deemed beneficial and necessary for material gain. Negative healthcare provider attitudes were the main barrier to healthcare service utilisation. There was awareness about the benefits of contraceptives, but some myths about method use. The injectable was the preferred contraceptive method, followed by the implant, with equal preference for condoms and oral pill. Conclusions : An afterschool intervention at school is a viable model for the provision of SRH and rights education to learners. Recommendations include the need for risk reduction strategies in the curriculum, dealing with misconceptions, and the promotion of informed decision making. Endeavours to ensure health services are youth friendly is a priority to limit barriers to accessing these services.

The Relationship Between Social Integration and Physical Activity, Diet, and Sleep Among Youths: Cross-sectional Survey Study.

Social integration has been shown to predict physical activity (PA), diet, and sleep in adults. However, these associations have not been well-studied in youth samples. Using a life course perspective, it is imperative to study this in youths as social and health behaviors are established early in life. The purpose of this study was to understand the relationship between social integration and PA, diet, and sleep for urban, middle-school youth. Cross-sectional baseline data from middle-school youths (N=73) who participated in an afterschool health behavior intervention were included in this study. Time with friends significantly predicted moderate to vigorous intensity PA (β=.33, P=.02). Time spent with family was significantly related to fruit consumption (t66=1.38, P=.005) and vegetable consumption (t72=1.96, P=.01). Social integration appears to be related to both PA and nutrition behaviors in youths. Future research should expand on our findings to explain how different domains of social integration may impact youths' health behaviors. RR2-10.2196/37126.

A cluster randomized controlled trial of an after-school playground curriculum intervention to improve children’s physical, social, and emotional health: study protocol for the PLAYground project

BackgroundThe public health benefits of physical activity for children are well known including contributions to metabolic and cardiorespiratory health. Along with physical benefits, engaging in physical activity can support the social and emotional health of youth and promote health and well-being into adulthood. This cluster-randomized controlled trial assesses the impact of an after-school curriculum aimed at improving physically active and inclusive play to promote physical, social, and emotional health. A secondary focus is on the implementation (appropriateness, feasibility, fidelity, sustainability) of the curriculum.MethodsThe PLAYground (Play and Learning Activities for Youth) project utilizes a social-ecological approach, targeting personal, behavioral, and environmental conditions, and Social Cognitive Theory (SCT) to study how a playground curriculum impacts children’s health. All elementary schools with an existing after-school program in a large, public school district in Mesa, Arizona will be eligible to participate. Seven schools will be allocated to the intervention arm in year one using random sampling stratified by school-income. In year two, the seven control schools will receive the intervention. Intervention schools will implement the research-based PlayOn!® playground curriculum to promote active and inclusive play. After-school staff will be trained to teach activities that address social and emotional skills (e.g., conflict resolution) through physical activity. Participating students will be trained as peer leaders to extend the playground activities to the recess setting. This trial will assess between-group differences in physical activity, social and emotional health indicators, and number of health and behavior incidents among students attending intervention schools and control schools. Implementation outcomes will also be assessed among program facilitators at each school site.DiscussionEnhancement of physical activity opportunities at schools has the potential for high impact and reach due to practicality. Enhancements can also improve quality pedagogy and curricula in after-school settings. Results of this project can inform practical strategies to improve existing after-school programs to prepare leaders (adults and children) to facilitate physical activity, positive social interactions, and emotional well-being.Trial registrationClinicalTrials.gov, NCT ID NCT05470621, Registered July 22, 2022,

Feasibility of a peer-led, after-school physical activity intervention for disadvantaged adolescent females during the COVID-19 pandemic: results from the Girls Active Project (GAP)

IntroductionThere is a critical need for interventions that can be feasibly implemented and are effective in successfully engaging adolescent females in physical activity (PA). A theory-based, peer-led, after-school PA intervention, the Girls Active Project (GAP), was codesigned with adolescent females. This study aimed to assess the feasibility of implementing and evaluating the GAP programme.SettingOne single-sex, female-only, designated disadvantaged postprimary school (students aged 12–18) in Dublin, Ireland.MethodsMixed methods were applied with multiple stakeholders over a 12-week trial (March to May 2021). A single-arm study design was used to examine intervention: reach, dose, fidelity, acceptability, compatibility and context. Feasibility of using proposed self-reported outcome measures (moderate-to-vigorous PA levels, self-rated health, life satisfaction, PA self-efficacy and PA enjoyment) was also explored. Due to school closure resulting from the COVID-19 pandemic, the intervention was delivered both online and in person in the school setting.ResultsEight exercise classes were peer delivered by project leaders (n = 6, students aged 15–17) to intervention recipients (students aged 13-14). Recruitment was low (n = 8, 10% of eligible students, mean age: 13.3 SD: 0.46), yet retention was high (n = 7/8, 88%). Attendance rates were satisfactory (68%), and the intervention was implemented with high fidelity (87%). Data completion rates suggested proposed self-reported outcome measures were deemed appropriate (≥ 95%), except for weight (50%) and height data (80%). Despite COVID-19 hindering intervention implementation, both quantitative and qualitative data suggested that stakeholders were satisfied and perceived the in-person delivered intervention to be compatible with the school setting. Recommended refinements included extending class duration, introducing different rewards, and boosting programme awareness.ConclusionsFurther thought must be given on how to increase recruitment. Overall, the in-person delivered after-school PA programme was well-received by stakeholders and shows promise as an intervention that can be feasibly implemented and evaluated. Suggested improvements to the GAP intervention programme are recommended, before continuing to a more robust evaluation.Trial registration10.17605/OSF.IO/75HWJ (prospectively registered, date of registration: 9th December 2020)

Adolescent well-being during the COVID-19 pandemic in India

Background:It is without question that gender attitudes/norms, voice and agency, self-efficacy, and locus of control are important determinants of health and well-being, particularly for adolescent girls and boys in low to middle income countries. And, while prior to the COVID-19 pandemic, there were trends suggesting social inequities would be on the decline, these trends have since reversed due to abrupt long-term school closures as a result of the pandemic. This study examines adolescents’ perceptions of gender norms/attributes, voice/agency, self-efficacy, locus of control, and gender-based violence norms pre-COVID and one year later during the COVID-19 pandemic and subsequent lockdown in India, a country with one of the largest adolescent populations worldwide.Methods: The data for this study were derived from a larger study via two cross-sectional self-reported survey of adolescents ages 10-15 years old in public schools located in Delhi, India (urban), and Uttar Pradesh, India (rural) pre-COVID and one year later. The adolescent participants were part of local existing after-school programs and interventions implemented by non-profit community organizations, and a convenience sample (n=547) was recruited.Results: The present study found that positive gender attributes, positive gender norms, GBV norms, voice, and locus of control all worsened between the two time periods-pre-COVID-19 and one year later during the height of the COVID-19 pandemic.Conclusions: As India looks ahead to rebuilding after the pandemic, it will be imperative that attention is paid to gender perceptions and attitudes, empowerment, and family/gender violence as a result of the short and longer impact of COVID-19.

Physical Activity and Nutrition Intervention for Middle Schoolers (Move More, Get More): Protocol for a Quasi-Experimental Study.

BackgroundPhysical activity and nutrition behaviors are important to reducing the prevalence of childhood obesity. Previous research has identified school-based interventions as effective strategies to improve physical activity and nutrition. However, the results are often mixed, and middle schoolers are an under-studied population.ObjectiveOur study aims to fill this gap by developing an after-school intervention to increase physical activity and fruit and vegetable consumption that is influenced by national guidelines and formative research.MethodsThis study was an after-school, quasi-experimental study spanning 9 months. Enrollment began in September 2021 and continued on a rolling basis through February 2022. Weekly, middle schoolers were offered 2-3 physical activity sessions and 1 produce kit. Physical activity was measured using accelerometers and questionnaires. Nutrition behaviors were assessed using questionnaires, and physical literacy was assessed using researcher observations. Follow-up data collection occurred in December 2021 and in April 2022. Difference scores will be calculated and analyzed for each outcome variable.ResultsThe intervention started in September 2021 and will conclude in May 2022. Published study results are expected in late 2022.ConclusionsAn increase in physical literacy, physical activity, and fruit and vegetable consumption is expected. If successful, future studies will focus on reach and sustainability. Lastly, this study may serve as a model for improving health outcomes in middle schools.International Registered Report Identifier (IRRID)DERR1-10.2196/37126

Sexual and reproductive health and rights knowledge, perceptions, and experiences of adolescent learners from three South African townships: qualitative findings from the Girls Achieve Power (GAP Year) Trial

Background: Adolescence is a time of psycho-social and physiological changes, with increased associated health risks including vulnerability to pregnancy, HIV, sexually transmitted infections, and gender-based violence. Adolescent learners, from three townships in South Africa, participated in a 44 session, after-school asset-building intervention (GAP Year), over 2 years providing sexual and reproductive health (SRH) education. This paper explores adolescent learners’ SRH, sexual risk and rights knowledge; perceptions about transactional sex; and contraceptive method preferences and decision-making practices. Methods: The intervention was conducted in 13 secondary schools across Khayelitsha, Thembisa, and Soweto, South Africa. A baseline survey collected socio-demographic data prior to the intervention. Overall, 26 focus group discussions (FGDs): 13 male and 13 female learner groups, purposively selected from schools, after the intervention (2 years after baseline data collection). Descriptive analyses were conducted on baseline data. Qualitative data were thematically coded, and NVivo was used for data analysis. Results: In total, 194 learners participated in the FGDs. Mean age at baseline was 13.7 years (standard deviation 0.91). Participants acquired SRH and rights knowledge during the GAP Year intervention. Although transactional sex was viewed as risky, some relationships were deemed beneficial and necessary for material gain. Negative healthcare provider attitudes were the main barrier to healthcare service utilisation. There was awareness about the benefits of contraceptives, but some myths about method use. The injectable was the preferred contraceptive method, followed by the implant, with equal preference for condoms and oral pill. Conclusions: An afterschool intervention at school is a viable model for the provision of SRH and rights education to learners. Recommendations include the need for risk reduction strategies in the curriculum, dealing with misconceptions, and the promotion of informed decision making. Endeavours to ensure health services are youth friendly is a priority to limit barriers to accessing these services.

Effectiveness of After-School Physical Activity Intervention on Body Mass Index and Waist Circumference/Height Ratio among Overweight Adolescents in Selected Schools at Puducherry, India: A Randomized Controlled Trial.

Background:Globally, the prevalence of overweight and obesity has dramatically increased in the recent years. In India, more than 10% of schoolchildren are overweight or obese. Schools play a major role in the modification of behavior. The aim of this study was to assess the effectiveness of after-school physical activity intervention on body mass index (BMI) and waist circumference/height ratio as primary outcomes.Materials and Methods:A randomized controlled trial was adopted where the schools were randomized. Each group, i.e., study and control groups, had 140 overweight adolescents. BMI and waist circumference/height ratio were measured. After-school physical activity intervention was carried out for a period of 9 months by the study group. The posttests were carried out at an interval of 3 months up till 9 months.Results:There was a statistically significant difference in BMI between the study and control groups during the 6th and 9th months (t = 1.256, P < 0.001 and t = 0.920, P < 0.001), respectively. The repeated measures analysis of variance did not show a significant reduction in BMI and waist circumference/height ratio over a period of time.Conclusion:School-based physical activity interventions are effective in prevention of childhood overweight/obesity and are a very cost-effective measure that can be easily implemented in schools.

Drawing on Cultural Traditions to Improve Cardiorespiratory Fitness with South Asian Children: A Feasibility Study.

Background: South Asian children have a higher prevalence of cardiovascular disease risk factors compared with children of other ethnic backgrounds. Our objective was to explore the feasibility, acceptability, and potential fitness-related impact of a 7-month afterschool Bhangra dance intervention for South Asian children. Methods: We recruited 172 children grades 3 through 6 across 4 elementary schools for an intervention involving twice weekly Bhangra sessions in the school setting. Feasibility and acceptability were defined by recruitment, attendance, and retention metrics. The primary fitness outcome was cardiorespiratory fitness (CRF), measured via shuttle run laps and VO2 max. Secondary fitness outcomes included musculoskeletal (vertical jump height) and morphological fitness (waist circumference and BMI). Results: Sample size ranged from 28 to 54 participants per school (n = 172); mean attendance rate was 74%; and retention rate was 87%. VO2 max and shuttle laps increased by 1.4 mL·kg/min [95% confidence interval (CI): 0.93 to 1.84] and by 7.6 (95% CI: 6.11 to 9.08), respectively. Both these improvements remained significant after controlling for sex and age (VO2 max) and sex and baseline weight (shuttle laps). Musculoskeletal and morphological fitness indices also improved. Conclusions: Findings suggest that an afterschool Bhangra dance intervention is feasible, acceptable, and associated with CRF improvements as well as other indices of physical fitness.