After-school Physical Activity Program Research Articles

A 16-week school-based intervention improves physical fitness in Slovenian children: a randomized controlled trial.

Introduction: The aim of this study was to evaluate the effects of a 16-week school-based physical activity (PA) intervention on physical fitness (PF) (speed, hand-eye coordination, flexibility) of 8- to 9-year-olds. Methods: A total of seventy-eight boys and girls (boys: n = 45, aged 8.4 ± 4.9years; girls: n = 42, aged 8.6 ± 0.5years) from a school in Slovenia were randomly assigned to either a group with an after-school PA program (EXP) or a control group (CON) that participated exclusively in mandatory physical education (PE). The EXP group engaged in the extracurricular PA program for 60 min twice a week for 16 weeks, concurrent with regular PE classes. The program primarily involved elementary PE games that included elements of athletics (e.g., skipping, push- off running, hopping, crossstepping, and jumping) and gymnastics (e.g., handstand, forward roll, backward roll, hand support jumps, squat jump on a vault box, climbing on horizontal bars, incline benches and ropes, crawling, and jumping rope). Standardized tests appropriate for this age group were used to assess PF, including the sit and reach test (SAR), the 30-meter sprint, and the alternate hand wall toss test at distances of 1.0 and 2.0 m (AHWT 1.0 and 2.0). Results: There was a significant group-time interaction for SAR test (EXP group increase: +1.6 cm, +6.3%; CON group decrease: -0.1cm, -0.4%; p < 0.001, ηp2 = 0.361), and the 30m sprint (EXP group improvement: -0.4 s, -6.3%; CON group decrease: +0.1 s, +1.6%; p < 0.001, ηp2 = 0.193). Similarly, the EXP group improved by +2.1 points (+25.6%) in the 1.0 m wall throw with the alternating hand, while the CON group showed only minimal changes (-0.2 points, -2.4%; p < 0.001, ηp2 = 0.545). No significant interaction was found for the 2.0m toss (EXP and CON group both -0.1 points, -2.6%; p = 0.888, ηp2 = 0.001). Post-hoc analyses with paired t-tests revealed that the EXP group showed significant improvements in SAR test (p < 0.001), 30 m sprint (p < 0.001) and AHWT 1.0 test (p < 0.001), while the CON group showed no significant changes in SAR test (p = 0.533), 30 m sprint (p = 0.150), AHWT 1.0 test (p = 0.186) and AHWT 2.0 test (p = 0.430). Discussion: The results of the study showed that the extracurricular program with only two additional weekly sessions significantly improved the components of PF in 8- to 9-year olds. Significant improvements were observed in the areas of flexibility, speed and coordination, as shown in the SAR test, 30-meter sprint and 1.0-meter handwall toss tests. However, no similar improvements were observed in the 2.0-meter handwall toss, which illustrates the specific areas of impact of the program.

BLinG-Health: A Peer-Led Physical Activity Program for Black Adolescent Girls—A Pilot Study

Background: Culturally relevant approaches that address low physical activity rates among Black girls are increasing, yet opportunities to engage in physical activity (PA) remain minimal. Coupled with deficit approaches to school-based PA programming, positioning Black adolescent girls as PA leaders is missing from practice. BLinG-Health aims to develop peer leaders to participate in and deliver group fitness sessions in an after-school PA program. Methods: Black adolescent girls engaged in a culturally relevant, 8-week pretest and posttest quasi-experimental pilot study examining the impact of a peer-led school-based PA intervention program in a Baltimore, Maryland, public school. After peer leaders engaged in a 12-hr fitness education, training, and certification program using the Interactive Fitness Trainers of America’s Tabata group fitness instruction and certification series, peer leaders led classmates in group fitness 2–3 days a week for 8 weeks. Peer leaders and participants completed two assessment rounds at baseline and Week 9, including height and weight, to compute body mass index, waist circumference, hip circumference, hip-to-waist ratio, a 12-min run/walk, and push-up test. Results: Participants (n = 7; Mage = 16.43 years) significantly improved in cardiovascular endurance (p = .025) and muscular endurance (p = .013) with modest, nonsignificant changes in anthropometric measures. Discussion: Challenging deficit narratives on Black girls’ PA engagement, participants consistently attended weekly group fitness sessions and improved cardiovascular and muscular fitness. Empowering Black adolescent girls to lead group fitness sessions among peers may enhance PA engagement. Schools should consider culturally relevant programming to increase Black girls’ opportunities to engage in PA.

Effects of a Math-Integrated Afterschool Physical Activity Program: A Case Study

This case study aims to evaluate the impact of an afterschool physical activity (PA) program integrated with mathematics on elementary school students’ Body Mass Index (BMI), fitness levels, and comprehension of geometry concepts–a recommended strategy for preventing child obesity. Utilizing descriptive statistics and t-tests, the study analyzes pre- and post-geometry assessments and FITNESSGRAM® assessments. Despite no significant weight change, the findings reveal improved cognitive understanding of geometry concepts and enhanced fitness levels. This research contributes valuable evidence supporting the positive effects of integrating PA into math learning environments, particularly benefiting low socioeconomic status (SES) and underrepresented children, addressing the decline in both physical activity and math performance during childhood.

Improving Elementary Students’ Social-emotional Health Through An After-school Mentorship Physical Activity Program

Improving Elementary Students’ Social-emotional Health Through An After-school Mentorship Physical Activity Program

Effect of an after-school physical activity program on physical fitness and academic performance of socioeconomically vulnerable children

Aim: To promote the practice of physical activity (PA) after school hours and verify the effects on the physical fitness and academic performance of children with socioeconomic vulnerability. Methods: The non-randomized experimental study was carried out in a school in a vulnerable area. Eighteen children performed 60 minutes of moderate-vigorous PA and 15 minutes of circuit exercise (muscle and bone strengthening) three times a week. The control group (n=10) only had school physical education as a weekly PA routine. To assess the program's impact, physical aptitude tests (pre- and post-test) were carried out in accordance with the recommendations of PROESP-Br and the School Performance Test, which assesses learning in three categories: reading, writing, and arithmetic. Results: Abdominal strength, flexibility, sprint, and lower limb power increased (d-Cohen&gt;0.20). Regarding academic performance, the effect was moderate (d-Cohen&gt;0.50) for reading and total scores. The effect size was small (d-Cohen&lt;0.50) for arithmetic and writing. Conclusion: An after-school PA program positively impacts physical fitness and academic performance in socioeconomically vulnerable children. The level of impact varies between small and medium according to different physical fitness capacities. School is an enabling environment for children to meet the World Health Organization PA recommendations.

Physical Activity Programs in Shanxi Province Schools in China: Effects of In-School and After-School Delivery on Students’ Motivational and Social Outcomes

Effective physical activity (PA) programs may enhance students’ awareness, competence, and motivation to participate in PA in the future for their health and mental well-being. The most effective way to accomplish this is through in-school and after-school activities. However, certain obstacles (traditional ways) may prevent some students from gaining these benefits. By eliminating these and other barriers, transforming after-school PA programs into in-school PA programs can enhance access to PA services. Despite this, the change in learning context from after-school to in-school may affect student engagement and program effectiveness by altering the interaction between students and teachers. Self-determination theory was employed to explain how the learning context affects motivation and social outcomes in PA programs for primary school students. The study involved 513 students from 12 different schools in Shanxi Province, China, in 2022. They represented 46.24% girls and 53.76% boys, ranging in age from 9 to 12. Teachers conducted PA programs to motivate students to participate in healthy activities. Assessment of student–teacher interactions, psychological needs satisfaction, and motivation was conducted among PA students through questionnaires. Relationships between students and teachers were incorporated into a structural equation model as direct and mediated determinants of motivation for attendance PA programs. There is agreement between the results and the hypothesized model, which predicts higher levels of psychological need satisfaction and higher levels of intrinsic motivation. In addition, the learning context only negatively affects less-self-determined motivations. Results confirm that positive perceptions of teachers by students play a significant role in promoting incentives for PA program participation in more self-determined manners. Furthermore, innovative strategies to reduce the detrimental effects of long-standing institutional structures and procedures should be considered and incorporated into in-school programs that motivate students to participate in these programs.

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)

S06-2 GAP: The Girls Active Project

BackgroundAdolescent females Physical Activity (PA) participation rates are low globally, particularly among females of lower Socio-Economic Status (SES). Evidence suggests theory‐based, multi-component interventions are most effective at improving PA levels. This research aimed to co-design, with adolescent females, a theory-driven, multi-component, extracurricular school-based PA intervention, the Girls Active Project (GAP) and assess its feasibility.SettingOne single-sex, females-only, designated disadvantaged post-primary school in Dublin, Ireland.MethodsThe Behaviour Change Wheel (BCW) and Public and Patient Involvement (PPI) were used to develop the GAP. Mixed-methods with students (n = 287, aged 12-18) and teachers (n = 7) captured students’ self-reported PA levels and identified factors influencing PA behaviour at school. These data were subsequently used in discussion groups with PPI contributors (n = 8, students aged 15-17) to co-design the intervention. Mixed-methods were applied with multiple stakeholders to assess the feasibility of implementing and evaluating the GAP programme over a 12-week single-arm feasibility trial.ResultsJust 1.4% of the students in this sample (n = 287) reported meeting the recommended PA guidelines. Time, social influences, beliefs about capabilities, environmental context and resources, goals, reinforcement, and behavioural regulation emerged from the data as factors influencing PA behaviour. A peer-led, after-school PA programme was co-designed. The feasibility study encountered significant contextual barriers and challenges with recruitment. Recruitment (n = 8, 10%) was low, yet retention (88%) was high. Despite the COVID-19 pandemic hindering implementation, results suggested the GAP programme was implemented with high fidelity (87%), well-received by stakeholders and perceived as compatible with the after school-setting.ConclusionsPA levels of females in this sample were far below recommended guidelines for optimum health. The novel approach applied to systematically co-design the intervention could facilitate future replication. Whilst further thought must be given on how to increase enrolment, the in-person delivered PA programme showed promise as an intervention that can be feasibly implemented and evaluated. Future research should examine the GAP’s preliminary-effectiveness at increasing PA levels in a pilot-cluster randomised controlled trial.

Before- and After-School Physical Activity: Programs and Best Practices

Before- and after-school programs can be excellent opportunities for schools to provide supplemental physical activity (PA) and reinforce the knowledge, skills, and dispositions taught in physical education, particularly when some schools may perceive PA during the school day as competing with academic learning time. Before- and after-school PA programs can be offered directly by school staff, or in partnership with community organizations, and can include offerings like intramural sports, mileage clubs, active childcare programs, interscholastic sports, active transport initiatives, and PA clubs. Research findings suggest that before- and after-school programming can contribute meaningfully to children and adolescents’ daily PA accrual and offer additional benefits related to cognitive health and social-emotional wellbeing. Careful attention should be paid by program leaders and staff to the structure of these programs to maximize potential benefits for youth. The purpose of this article is to provide a brief summary of the research conducted to date on before- and after-school PA programs with a specific intention to extend the content reviewed since the last special issue of JOPERD on CSPAP nearly a decade ago (Beighle & Moore, 2012). In this article, we endeavor to translate the literature on before- and after-school PA programming and evidence of its impact into tangible strategies that school stakeholders can use to deliver these programs effectively in schools.

Validity of the Garmin Vivofit Jr. to Measure Physical Activity During a Youth After-School Program

Purpose: The purpose of this study was to evaluate the validity of the step count and Active Minutes features of the Garmin Vivofit Jr. 2 consumer activity monitor. Methods: Participants included 35 students (age 8–11) enrolled in an after-school physical activity (PA) and nutrition program. Participants wore an ActiGraph GT3x+ monitor on their waist and the Vivofit monitor on their wrist during the PA portion of the program. Data were collected across multiple sessions, resulting in 158 unique pairs of data. Pearson correlation, mean absolute percent error, and equivalence testing were performed to compare step count and minutes of activity (Vivofit Active Minutes vs ActiGraph moderate to vigorous PA) between the two monitors. Results: Moderate correlations were found between the monitors for steps (r = .65) and minutes (r = .43). Mean absolute percent error was 26% for steps and 43% for minutes, suggesting that there were high amounts of individual error. Equivalence testing showed significant agreement between the monitors for steps (p = .046), but not for minutes (p = .98). Conclusion: The Garmin Vivofit Jr. 2 shows acceptable validity for measurement of steps at a group level in a field-based setting, although the amount of individual variability must be considered. The Vivofit Jr. 2 was not valid for measurement of minutes of activity.

The Impact of an After-School Physical Activity Program on Children’s Physical Activity and Well-Being during the COVID-19 Pandemic: A Mixed-Methods Evaluation Study

Introduction: This study evaluated the impact of the Build Our Kids’ Success (BOKS) after-school program on children’s physical activity (PA) and well-being during the COVID-19 pandemic. Methods: Program leaders, children, and their parents were recruited from after-school programs in Nova Scotia, Canada, that delivered BOKS programming in Fall 2020. After participating, Grade 4–6 children (n = 14) completed the Physical Literacy Assessment for Youth Self (PLAYself), Physical Activity Questionnaire for Older Children (PAQ-C), the Physical Activity Enjoyment Scale (PACES), and 5 National Institutes of Health (NIH) Patient-Reported Outcomes Measures Information System (PROMIS) scales. Children (n = 7), parents (n = 5), and program leaders (n = 3) completed interviews, which were analyzed for themes inductively. Results: The average PAQ-C score was 2.70 ± 0.48, PLAYself was 68.23 ± 13.12, and PACES was 4.22 ± 0.59 (mean ± SD). NIH PROMIS scores were below standard means (cognitive function, family relationships) or within normal limits (peer relationships, positive affect, and life satisfaction). A thematic analysis of interviews revealed that children’s PA levels were impacted by the pandemic and that BOKS positively impacted children’s physical well-being and integrated well with school-based activities. Conclusions: Participation in BOKS provided an overall positive experience and may have mitigated COVID-19-related declines in PA in well-being. The results of this evaluation can inform future physically-active after-school programming.

Effect of Selected After-School Physical Activity Protocol on Levels of CRP, miR-125a-5p, and Lipid Profile of Children with Overweight/Obesity

Background: One of the causes of arterial endothelial dysfunction in adulthood is obesity or overweight in childhood or adolescence. Objectives: This study aimed to investigate the effect of a selected after-school physical activity protocol on peak oxygen consumption (VO2peak), C-reactive protein (CRP), miR-125a-5p level, and lipid profile of male children with overweight/obesity. Methods: Twenty-four boy children with overweight/obesity (aged 13 - 15 years) were assigned to after-school physical activity (APA, BMI = 27.5±1.4 kg/m2, n = 12) and control (CON, BMI = 26.28 ± 2.3 kg/m2, n = 12) groups. The APA participants took part in exercise intervention for 12 weeks, three sessions per week. Changes in VO2peak, CRP, miR-125a-5p, and lipid profile of participants were assessed before and after exercise interventions. Results: There were significant reductions in CRP (-27.7% vs. 9.7%), miR-125a-5p (36.7% vs. 7.6%), fat percentage (-8.24% vs. 0.7%), LDL (-17.66% vs. 1.9%), and triglycerides (-15.7% vs. 5.9%) in APA and CON groups after 12-week exercise intervention (P &lt; 0.05). In contrast, a significant increase was found in HDL (7.7% vs. -0.6%) and VO2peak (4.83% vs. -1.6%) (P &lt; 0.05). There were significant between-group differences in all measured variables, except for BMI. Conclusions: After-school physical activity effectively improved the endothelial dysfunction and lipid profile of adolescents with overweight/obesity. Therefore, based on the positive effects of these physical activities performed out of school, further use of after-school physical activity programs is suggested.

Co-design of a school-based physical activity intervention for adolescent females in a disadvantaged community: insights from the Girls Active Project (GAP)

BackgroundGlobally, adolescents’ physical activity (PA) participation rates are low, particularly among lower socioeconomic groups, with females consistently the least active. The aim of this study was to co-design, with adolescent females, a school-based PA intervention in a single-sex, females-only designated disadvantaged post-primary school in Ireland. This involved using the Behaviour Change Wheel (BCW) and Public and Patient Involvement (PPI). This paper outlines the novel methodological approach taken.MethodsThe three stages 1) understand the behaviour, 2) identify intervention options, and 3) identify content and implementation options of the BCW guide is described. A student PPI Youth Advisory Group (YAG) (n = 8, aged 15–17) was established. Mixed-methods were used with students (n = 287, aged 12–18) and teachers (n = 7) to capture current self-reported PA levels and to identify factors influencing adolescent females’ PA behaviour in their school setting. The intervention options, content and implementation options were identified through discussion groups with the YAG. The Template for Intervention Description and Replication (TIDieR) checklist was used to specify details of the intervention.ResultsJust 1.4% of the students in this sample reported meeting the recommended PA guidelines. Students identified having more ‘time’ as the strongest predictor to becoming more active in school (Mean = 4.01, 95% CI 3.91 to 4.12). Social influences, environmental context and resources, behavioural regulation, beliefs about capabilities, goals, and reinforcement emerged from the qualitative data as factors influencing PA behaviour at school. The BCW co-design process resulted in the identification of seven intervention functions, four policy categories and 21 Behaviour Change Techniques. The Girls Active Project (GAP) intervention, a peer-led, after-school PA programme was proposed.ConclusionsThis paper describes how the BCW, a comprehensive, evidence-based, theory-driven framework was used in combination with PPI to co-design a school-based intervention aimed to increase adolescent females’ PA levels. This approach could be replicated in other settings to develop targeted behavioural interventions in populations with specific demographic characteristics.

The Effect of an After-School Physical Activity Program on Children's Cognitive, Social, and Emotional Health during the COVID-19 Pandemic in Nova Scotia.

Children’s physical activity participation declined during the COVID-19 pandemic, and these negative changes could lead to longer-term impacts on children’s cognitive, social, and emotional health. Purpose: To determine parent/caregivers’ perceptions of their children’s cognitive function, peer and family relationships, life satisfaction, physical activity, sleep, positive affect, and global health, before and after participating in the Build Our Kids’ Success (BOKS) programming at after-school programs in Fall 2020. Methods: Parents of children participating in the BOKS programming at after-school programs in Nova Scotia, Canada, were recruited. At baseline, 159 parents completed the National Institutes of Health (NIH) Patient-Reported Outcomes Measures Information System (PROMIS) parent-proxy questionnaire, and 75 parents completed the measures at follow-up. Independent t-tests were used to determine if there were differences between baseline and follow-up Parent Proxy Questionnaire data. Results: All NIH PROMIS outcome variables at baseline and follow-up were within normal limits (Adjusted T-Scores: 46.67 ± 7.15 to 50.04 ± 7.13). There were no significant differences in life satisfaction (t(188) = −1.05, p = 0.30), family relationships (t(189) = 0.31, p = 0.76), cognitive function (t(199) = −1.16, p = 0.25), peer relationships (t(192) = −1.86, p = 0.06), positive affect (t(195) = 0.25, p = 0.81), global health (t(216) = −0.43, p = 0.67), physical activity (t(202) = 0.787, p = 0.732), sleep disturbance (t(193) = 1.72, p = 0.087), or psychological stress (t(196) = 1.896, p = 0.059), from baseline to follow-up. Conclusions: Parent-proxy questionnaires suggested that the BOKS programming had a protective effect on children’s health behaviours and cognitive, social, and emotional health as values remained within normal limits and were not impacted by the public health restrictions during the second wave of the COVID-19 pandemic in Nova Scotia.

Investigation and Countermeasures of Chinese Physical Education Teachers' Teaching Status under Integration of Sports and Education

School physical education is an ideal place to improve the physical fitness of young people. In China, school physical education includes physical education and health education. Physical education teacher is an important factor that influences the quality of school physical education. This study was based on the government policy of “deepening the comprehensive reform in the field of education”. The purposes were to investigating the current situation of Chinese physical education teachers’ teaching, providing suggestions and directions for the improvement of their teaching, and subsequently improving students’ physical health. This study adopted the following methods: literature review, questionnaire and interview methods. The participants of this study were physical education teachers who were recruited through random sampling across the country. Interview and questionnaires were conducted at three occasions: before class, during class, and after class. In-depth quantitative and qualitative analyses were conducted to understand the cognition and teaching status of physical education teachers. Data analysis results showed that teachers’ academic qualifications was positively correlated with their understanding of theoretical knowledge such as curriculum standards (p &lt; 0.05, r = 0.468). For class implementation, only about 23.3% teachers’ teaching practice met the requirement of China’s healthy physical education curriculum model in term of the amount of physical activity. There was a significant difference between the length of teaching and the curriculum arrangement (p &lt; 0.01). Finally, for after-school activities, the organization of after-school physical activities was mainly focusing on sport practices, and varsity team training accounted for 61% of these sport practices. Many different types of reasons were raised by the teacher about the factors restricting physical exercise after school. Under the background of policies advocating the integration of sports and education, it is important to raise the professional standards of being a physical education teacher. Current physical education teachers should learn how to implement the “Chinese Health Sports Curriculum Model”. More professional development opportunities should be provided for physical education teachers in terms of teaching methods, curriculum development, and after-school physical activity program development. Physical education teachers should learn the factors that restricts students from participating in after-school physical activities and the strategies to address these restricting factors.

Implementing Structured Curriculum in an After-School Physical Activity Program

The purpose of this study was to evaluate the influences of a structured after-school program on student physical activity for third- through fifth-grade students at five schools in southern Colorado. The study utilized a pretest–posttest intervention design in which six elementary schools in a low socioeconomic status school district in southern Colorado were recruited to implement a structured curriculum into their existing after-school physical activity program. Four observations at each school were taken approximately 6 weeks apart during the 2014–2015 academic year. Randomly selected students (n = 187) were measured for height and weight at each observation and wore accelerometers during after-school physical activity. Descriptive statistics and independent sample t tests were calculated for a comparison of physical activity before and after the implementation of the structured after-school program. Students wore accelerometers an average of 45.72 ± 10.28 min/session. Total physical activity increased significantly from 36.21 ± 6.41 to 41.14 ± 6.76 min/session (p &lt; 0.001). Moderate physical activity increased significantly from 9.29 ± 3.84 to 12.10 ± 5.96 min/session (p &lt; 0.001), whereas vigorous activity significantly decreased from 8.02 ± 4.39 to 5.54 ± 5.32 min/session (p &lt; 0.001). Overall, implementing a structured after-school program may be beneficial in increasing total physical activity, though its role in improving physical activity intensity is questionable. Subscribe to TPE

Connecting Communities: Why After-School Physical Activity Programs Matter Now More Than Ever

After-school physical activity programs have long been places for youth to develop, grow, and be supported. Perhaps more importantly, especially given the COVID-19 global pandemic, after-school programs are a safe, healthy, and affordable refuge for youth to develop social capital and benefit from positive relationships with adults. We come to this Viewpoint from six years of tinkering with our after-school program REACH (Reflective Educational Approach to Character and Health). Through several years of adjustments and working with communities in New York, California, and Virginia, we have seen the power that after-school programs can have.

Effects of After-School Physical Activity Program on Friendship Network Among Students from Multicultural Families

Effects of After-School Physical Activity Program on Friendship Network Among Students from Multicultural Families

Latina Elementary School Girls’ Experiences in an Urban After-School Physical Education and Literacy Program

Purpose: To understand where and how Latina girls are physically active outside of the Reflective Educational Approach to Character and Health program and the impact of female role models on participation in the program. Methods: The authors implemented a yearlong after-school physical activity and literacy program for fifth and sixth grade girls (N = 22 girls) in a low-income, urban community. Four university students/coaches delivered all sessions. Data were triangulated through 10 Latina girls’ interviews, student journals, coaches’ journals, researcher journals, and field notes, and analyzed using constant comparison. Results: Girls participated in leisure-time physical activities with family in community spaces, in spite of social and cultural barriers. Female coaches facilitated girls’ increased engagement by acting as strong role models and fostering caring relationships. Conclusion: After-school programs, community spaces, and strong connections with coaches play a critical role in students’ engagement in physical activity.

Physical Activity and Sedentary Behavior of Children in Afterschool Programs: An Accelerometer-Based Analysis in Full-Day and Half-Day Elementary Schools in Germany.

Background: Regular physical activity (PA) and reduced sedentary behavior (SB) are positively related to children's health and considered as pillars of a healthy lifestyle. Full-day schools with their afterschool programs (ASPs) have an impact on children's daily PA and SB. Studies investigating PA and SB in ASPs, which compare PA and SB between the organizational forms full-day and half-day schools, are rare. The aim of this study is to describe elementary school children's PA and SB during ASPs and to compare the results to other time periods of the day, e.g., teaching hours and leisure time. Additionally, PA and SB of children in full-day and half-day schools are compared. Further, relevant factors influencing the achievement of the World Health Organization's (WHO's) PA guidelines for children, e.g., time spent in ASPs, are investigated.Methods: PA and SB of 332 German students (n = 198 full-day school children; n = 134 half-day school children) from 11 different elementary schools were measured via accelerometry for 5 consecutive days within one school week in 2017. PA and SB during ASPs and other times of the day were analyzed via one-way and factorial ANOVA, correlation, and logistic regression.Results: Children attending full-day schools show the highest percentage of moderate-to-vigorous PA (MVPA) (13.7%) and the lowest percentage of SB (49.5%) during ASPs, in comparison with teaching hours and leisure time. In the afternoon hours, full-day school children show 20 min less SB than half-day school children. Children spending more time in ASPs obtain significantly more SB (r = 0.23) and less MVPA (r = −0.15). Further, they less likely reach WHO's PA guidelines odds ratio (OR = 0.98).Conclusion: Peers and the choice as well as offer of extracurricular activities promote PA in ASPs. Media availability leads to higher SB in leisure time. ASPs help to be more active and less sedentary. Time spent in ASPs should be limited, so that full-day school children still have the possibility to join other PA offers in leisure time. ASP time should contain a certain minimum amount of MVPA in line with ASP guidelines.