After-school Physical Activity 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.

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.

Effect of Extracurricular After-School Physical Activities on Academic Performance of Schoolchildren

The beneficial effects of increasing outdoor physical activity time on children's myopia onset and physical well-being are widely acknowledged. However, in countries with competitive educational systems, such as China, parents and school administrators may be relatively reluctant to increase the extracurricular physical activity time for children due to concerns that this action will compromise children's academic performance. To investigate whether additional extracurricular physical activity time after school compromises the academic performance of schoolchildren. This cluster randomized clinical trial was conducted from October 2020 to June 2021 in Yudu, Jiangxi, China. Eligible children in grades 3 and 4 from 24 elementary schools were randomized to the intervention or control group. Primary analysis was conducted in the full sample using the intention-to-treat principle. The intervention group received 2 hours of after-school physical activity time outdoors on school days. The control group was free to arrange their after-school activity. The primary outcome was the between-group mean difference in mathematics test scores at the end of 1 academic year, with a noninferiority margin of -3.3 points. Standardized mathematics tests, physical fitness assessments (in reference to the 2018 National Physical Fitness Survey Monitoring Programme in China), and cycloplegic autorefraction were performed at baseline and the end of 1 academic year. Myopia was defined as a cycloplegic spherical equivalent refraction of -0.5 diopters or less in either eye. A total of 2032 children (mean [SD] age, 9.22 [0.62] years; 1040 girls [51.2%]) from 24 schools were randomized to the intervention group (12 schools; 1012 children) or control group (12 schools; 1020 children). The mean (SD) mathematics score at the end of 1 academic year was 78.01 (17.56) points in the intervention group and 77.70 (17.29) points in the control group. The adjusted between-group mean difference was 0.65 points (95% CI, -2.85 to 4.15). The adjusted between-group mean difference in physical fitness score was 4.95 points (95% CI, 3.56-6.34; P < .001) and -1.90% (95% CI, -18.72% to 14.91%; P > .99) in myopia incidence. Results of this trial indicate that, compared with the control practice of free play after school, adding 2 hours of extracurricular physical activity outdoors after school was noninferior in academic performance and had superior efficacy in improving physical fitness. ClinicalTrials.gov Identifier: NCT04587765.

Effects of School Physical Education on the Exercise Habits of Children and Adolescents: An Empirical Analysis Using China Health and Nutrition Survey Data.

Since 2002, the Chinese Ministry of Education has conducted reform in the physical education (PE) curriculums of schools in China, with a focus on shifting from sports skills to regular participation in physical activity (PA) and promoting health. The aim of the study, therefore, is to examine the effects of school PE on the exercise habits of children and adolescents in China over time. Data based on 5941 observations of 3708 individuals aged 6 to 17 were collected from the China Health and Nutrition Survey (CHNS) for the period 2004 to 2015. The data were analyzed using the fixed-effect Logit model and the random-effect Tobit model. The likelihood of exercising outside of school is 20.2% higher for students who have school PE than those who do not. Our study found that increasing the duration of PE at school by 100%, increases the duration of out-of-school PA by 22.3%. The variety of the types of sports schools offer encourages students to participate in out-of-school physical activity. The likelihood of students exercising outside of school increases by 5.6% when 1 more exercise type is provided in school PE. In addition, soccer, basketball, badminton, and volleyball education increases students' participation in after-school exercises. Soccer and basketball education, in particular, improves the duration of after-school PA. To form exercise habits in children and adolescents, we encourage the promotion of a variety of physical activities in schools, especially team sports such as soccer and basketball.

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

Influence of Physical Activity, SES`, Perceived Safety, and Demographic Factors on the GPA of Asian American Students: Report of the National High School Longitudinal Study

Physical Activity is an important contributor to health, both physical and cognitive. Relationships among students’ physical activity (PA), sports participation, physical health status, and academic performance have been explored in various academic venues, however, investigating Asian American students nationwide has not yet been covered. Using the latest National High School Longitudinal Study data and the hierarchical regression approach analyzed, this study examined: How the extracurricular PAs, school attitudes, and other demographic variables impact the participants’ personal health, and grade point average (GPA). Participants were 956 Asian American high-school students (AAHSSs). Findings confirmed the importance of participating in PA and identified the relationships between the relative factors. In brief, AAHSSs who participated in after-school PA (including sports) earned a higher GPA. No significant impact on GPA from the AAHSSs’ hours spent on extracurricular activities. Female AAHSSs had a higher GPA than their male counterparts. AAHSSs’ socioeconomic status significantly impacted their educational achievement. Why the way of distributing social resources to all American students is the key to having equal educational opportunities was revealed and explained because the equal distribution of social resources influences educational achievement. Meaningful recommendations are offered to parents, community leaders, teachers, school administrators, and policymakers as well.

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.

176 DiscoverU: A feasibility study of an afterschool mentoring program for adolescents that integrates social emotional learning, physical activity, and mindful eating

OBJECTIVES/GOALS: Rising rates of youth obesity, diabetes, depression, and anxiety necessitate programs that address physical and mental health concurrently. We describe a feasibility study for DiscoverU, an afterschool mentoring program that integrates multiple aspects of health including social emotional learning, physical activity, and mindful eating. METHODS/STUDY POPULATION: Trained college students mentored middle and high school students in a Midwestern school district. DiscoverU was delivered 2 hours, 2 days/week for 8 weeks. Based on self-determination theory, DiscoverU was designed to meet National Afterschool Association healthy eating and physical activity and social emotional learning standards. We assessed feasibility with participant attendance (middle, high school, and college students) and acceptability through qualitative data from participants and relevant stakeholders regarding facilitators/barriers to program implementation. We observed indicators of mentoring, lesson fidelity, and assessed physical activity using accelerometry. Pre-post surveys measured self-realization, self-regulation, mindful eating, and physical activity self-efficacy. RESULTS/ANTICIPATED RESULTS: We expect DiscoverU to be feasible and well accepted. We anticipate attendance will be similar or higher than that of other afterschool programs in the district. From focus groups we expect to hear a variety of factors that facilitate/prevent program engagement and learn about the acceptability of specific lessons. We expect to gain insight on processes and procedures from school stakeholders that will inform the sustainability of DiscoverU. We expect program fidelity to be high and mentoring skills to improve over the course of the program. We anticipate the majority of participants will meet National Afterschool Alliance physical activity guidelines. Preliminary outcomes of self-determination, self-regulation, mindful eating, and physical activity self-efficacy are expected to improve over the program. DISCUSSION/SIGNIFICANCE: Findings will help determine the readiness of DiscoverU to be scaled to other schools. A subsequent randomized effectiveness study will evaluate DiscoverU’s impact on intervention mechanisms (e.g., self-determination, self-efficacy) as well as on physical activity, diet, weight, and depression/anxiety symptomology.

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.

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.

"Nothing Is Gonna Change If We Don't Care for Everyone": A Narrative Inquiry Alongside Urban Indigenous Youth in an Afterschool Physical Activity Wellness Program.

In the fall of 2013, the authors received funding to help develop and implement an afterschool wellness program alongside Indigenous youth aged 6–10 years old in the North Central neighborhood of Regina, Saskatchewan, Canada. The Growing Young Movers (GYM) afterschool program was funded, in part, as a corrective response to a broader social trend in which Indigenous youth in this neighborhood reported declining health and wellness outcomes, as well as multiple other barriers to social inclusion. This article discusses the reflections of three senior high school Indigenous youth (16–18 years old) who participated in the afterschool program as peer-mentors over a 2-year period from 2015 to 2017. Our inquiry reveals how these youth viewed the program—and their role(s) within it—in far more complex, active, and even political terms, than the program's initial framing as a physical activity-based “intervention” had anticipated. Our analysis (re)positions youth according to their own personalized voice and narratives as: cultural leaders, knowledge holders, and as agents of change in their community.

Physical activity across days of week, video games, and laptop use are more likely to influence weight gain among Saudi Youth.

PurposeThe purpose of this study was to determine the extent and prevalence of daily PA and the sedentary behavior during inactive spare-time among young Saudis and their effect on overweight and obesity.MethodsA total of 357 students completed all stages of this study. They included 282 boys aged 11.95 ± 0.73 years (213 children aged 11.62 ± 0.506 years and 69 adolescents aged 13.16 ± 0.373 years) and 75 girls (16 children aged 11.94 ± 0.236 years and 59 adolescents aged 13.47 ± 0.626 years). For each participant, height and weight were measured, and BMI was calculated. A questionnaire asking about daily PA and sedentary habits during the previous 7 days was also used. Multiple comparisons were performed to test for differences between groups by sex and age category, and stepwise multiple regression analysis was used to determine which variables significantly affected BMI.ResultsThe overall prevalence of overweight and obesity was 17.02 and 28.37% in boys and 9.33 and 0% in girls, respectively. The patterns of PA were changing within elements and between sexes. Both groups of boys were more active than girls during breakfast and lunch periods (p < 0.001 for all). A significant difference in favor of boys was also observed between the two groups of boys and the group of adolescent girls regarding after-school physical activity (p < 0.05 for all). Prepubescent boys reported being generally less active during the previous 7 days than their female counterparts and adolescent peers. Sedentary behaviors did not differ between all groups. Playing video games and using laptops were the parameters significantly associated with BMI.ConclusionsThis study noted that the prevalence of overweight and obesity was more pronounced in boys than in girls. However, boys were more active but had the same degree of sedentary behavior as girls. Physical activity across the days of weekly, video games, and laptop use were the parameters that most affected BMI.

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.

Myopia in Chinese Adolescents: Its Influencing Factors and Correlation with Physical Activities.

Purpose The study is conducted to analyze the risk factors and the protective factors of myopia in Chinese adolescents and its correlation with physical activities and then to provide 2 formulas to predict the probability of becoming myopic and the probability of preventing myopia. Methods This is a cross-sectional study in which a questionnaire survey was conducted among 650 students aged 14-17 from 5 schools in Beijing in 2021. The students were divided into two groups: nonmyopia group and myopia group. Statistically significant variables were selected after the univariate analysis for a binary logistic regression analysis. Results In the univariate analysis, 18 risk factors of myopia were found and 14 physical-activity-related protective factors were found. In the multivariate analysis, 5 independent factors were found to be positively related to myopia and could be used for calculating the probability of becoming myopic. The 5 factors are gender, staying up late playing smartphones, parental myopia, daily time spent on digital devices, and regular eye examinations. Five physical-activity-related factors were found to be positively related to the prevention of myopia and can be used for the calculation of the probability of preventing myopia. The 5 factors are regular physical activities, attitude towards physical education, daily time spent on in-school physical activities, daily time spent on after-school physical activities, and eye exercises. Conclusions The influencing factors of myopia in adolescents mainly include heredity, habits of using eyes, and environment. Physical activities can effectively reduce the probability of becoming myopic in adolescents and promote eye health. Therefore, taking part in physical activities is an effective way to reduce the prevalence of myopia in adolescents.

The Impact of Stand-Biased Desks on Afterschool Physical Activity Behaviors of Elementary School Children.

The purpose of this secondary analysis was to assess whether students’ use of stand-biased desks during the school day influenced physical activity (PA) and sedentary behaviors (SB) during the afterschool period. By using a crossover design consisting of two 9-week intervention periods, 99 participants from grades 3, 4, and 6 were randomly assigned by their teacher to either a traditional (Group 1; sit–stand) or stand-biased (Group 2; stand–sit) desk in the classroom. The desk type then switched between intervention periods. Afterschool PA and SB were measured by accelerometry at baseline (fall) and following both intervention periods at post I (winter) and post II (spring). Independent sample t-tests and mixed-effects modeling were applied at a significance value of p < 0.05 to detect differences between groups. No significant differences in afterschool SB, light-intensity PA (LPA), or moderate- to vigorous-intensity PA (MVPA) were found between groups. There were also no significant two- or three-way interaction effects detected between desk assignment, time, and afterschool SB, LPA, or MVPA. Stand-biased desks in the classroom were not detrimental to children’s afterschool PA and SB.

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.