After-school Physical Activity Research Articles

Influence and Relationship of Physical Activity before, during and after the School Day on Bullying and Cyberbullying in Young People: A Systematic Review

The aim of this systematic review was to analyze the influence of the practice of Physical Activity (PA) before, during and after school hours on bullying and cyberbullying in children and adolescents. Studies were identified in four databases (PubMed, SCOPUS, Web of Science, ERIC) from January 2013 to March 2024. A total of 29 studies met the inclusion criteria. Seventeen studies used a cross-sectional design to explore the association between these variables, and 12 articles had a longitudinal design with PA interventions. The review found that PA is associated with significant improvements in bullying and cyberbullying, reduced depressive symptoms, and strengthened social relationships, responsibility, and self-esteem. PA before the school day may be effective in reducing bullying victimization. During the school day, it promotes affective behaviors related to bullying, such as empathy and respect for others, and optimizes psychological factors such as self-concept and self-esteem. After-school PA reduces bullying and disruptive behaviors in non-educational contexts. It is recommended to implement PA programs that address social, emotional and behavioral aspects throughout the day, with Educational Centers and Physical Education as the central axis. Didactic recommendations for implementing PA programs against bullying/cyberbullying in school and extracurricular contexts are included.

Black Girls as Transformative Leaders in Physical Activity Programs

Background: Black adolescent girls possess a unique ability to inspire and enact change in their communities, yet are overlooked in discussions of leadership and empowerment. Coupled with deficit approaches to school-based physical activity programming, positioning Black girls as physical activity leaders is missing from practice. BLinG-HealthTM (Black Leadership in Girls’ Health) trained peer leaders in group fitness instruction instrumental in delivering group fitness sessions in an 8-week after-school physical activity pilot program. Methods and Analysis: This paper presents the qualitative data illustrating the program's impact on Black girls leading peers in a group fitness setting using general inductive narrative analysis based on group interviews, observations, reflection notes, and faculty leadership testimonials. Results: Participants exuded community, collaboration, and confidence. Peer leadership was effective but differed. Girls recognized the program's benefits and challenges while enjoying it. Conclusion: Black girls can lead physical activity initiatives when allowed to do so while building a community. Researchers and school and community activists should empower Black girls to lead physical activity programs to foster better health outcomes.

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.

The Impact of After-School Physical Education Activites on the Promotion Holistic Well-Being of Non-Physical Education Majors

The impact of after-school physical education activities on the promotion holistic well-being of non-physical education majors, Background to the start, followed by a review of the existing literature, point out the current gap, came up with, the impact of after-school physical education activities on the promotion holistic well-being of non-physical education majors, Influence the theoretical framework and the research paradigm. Problem statements and hypotheses clarify the focus of the study, while importance illustrates its potential impact. In this study, literature review, interviews, questionnaires, mathematical statistics and logic analysis were used, To the impact of after-school physical education activities on the promotion holistic well-being of non-physical education majors in Huangshan City, the teachers and students of Huangshan University were selected as the survey objects, Exploring the impact of after-school physical activity on overall health promotion in non-sports majors, The challenge of facing the construction. Finally, the development direction is put forward. It aims to provide theoretical and practical references for the impact of after-school physical activity on overall health promotion in non-sports majors. This is followed by a review of the existing literature, pointing out the current gaps. Problem statements and hypotheses clarify the focus of the study, while importance illustrates its potential impact, The impact of after-school physical education activities on the promotion holistic well-being of non-physical education majors The challenges faced in the construction, and finally put forward the development direction. Be aimed at: be conducted to the impact of after-school physical education activities on the promotion holistic well-being of non-physical education majors The reform provides both theoretical and practical reference. This project first develops a teacher interview outline and a student questionnaire, both of which are collected face-to-face. The questionnaire is distributed and collected on-site to ensure a high response rate. Then analyze the collected data, study the relationships between various factors, and propose targeted development paths. The impact of after-school physical education activities on the promotion holistic well-being of non-physical education majors the challenges faced in the construction, and finally put forward the development direction. Be aimed at be conducted to the impact of after-school physical education activities on the promotion holistic well-being of non-physical education majors. The reform provides both theoretical and practical reference.

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.

Catalyzing the Success of Implementation of After-School Physical Activity Program in Primary School under the “Double-Reduction” Policy

The implementation of “Double-Reduction" policy creates a suitable external environment for the further development of after-school physical education services. In this study, literature review, questionnaire and interview methods are used as the main research methods to investigate the development status of after-school physical education services in urban primary schools in Guilin under the “double-reduction" policy environment, and to analyze and discuss the main influencing factors of after-school physical education services, such as coverage, contents, form and duration, participation and service mode, as well as quality and evaluation. The results revealed that: Under “double-reduction" policy, the after-school PE service coverage of primary schools in Guilin needs to continue to expand, and should strive to reach full coverage; Parents and students have strong demand for diversified after-school PE services, but there is a shortage of PE teachers, insufficient benefit guarantee for teachers to participate in after-school services, and the lack of quality and evaluation system. The paper suggests that relevant government departments should formulate after-school PE service policies to strengthen guidance, integrate high-quality after-school PE resources to participate in after-school service by purchasing services, strengthen the motivation of PE teachers to participate in after-school service, construct a reasonable after-school PE service evaluation system, and improve the quality of after-school PE service.

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.

Research on the Construction of Intelligent Teaching Environment and Teaching Quality Improvement of Physical Education Teaching in Colleges and Universities

Abstract The construction of an intelligent teaching environment is conducive to the improvement of the quality of sports teaching in colleges and universities, and teaching behavior recognition is one of the important means to create and realize an intelligent environment of education. This paper develops an intelligent sports teaching method for colleges and universities based on a preliminary analysis of sports teaching behavior recognition. The method is applied to teaching physical education in a university, and experimental tests are carried out on three dimensions: students’ physical fitness, learning interest, and changes in physical test scores. After the training and validation results on the experimental dataset, it was shown that the improved M-LSTM model proposed in this paper has a good recognition rate. In the change of physical learning interest, students’ physical learning motivation, physical skill learning, after-school physical activity, and physical attention under intelligent teaching are significantly higher than that of traditional teaching methods. It can be concluded that the intelligent physical education teaching method proposed in this paper has good practical effects on the teaching environment in colleges and universities.

Nyakaza-Move-for-Health: A Culturally Tailored Physical Activity Intervention for Adolescents in South Africa Using the Intervention Mapping Protocol.

The Nyakaza-Move-for-Health intervention program was developed in response to the alarming rise in non-communicable diseases (NCDs) globally, in sub-Saharan Africa and South Africa. The rise in NCDs is attributed to the low levels of participation in physical activity (PA) among adolescents. Therefore, this study aimed to design a culturally tailored PA intervention for adolescents, guided by the Intervention Mapping (IM) protocol. The intervention program aims to address the multifaceted determinants of physical activity behavior, promote healthy lifestyles and improve adolescent fitness levels. The Intervention Mapping protocol was applied to design the intervention program. The IM has 6 steps: (1) Needs assessment, (2) developing a logic model of the problem (LMP), (3) Formulating program outcomes and objectives, (4) Program design and production, (5) Generating implementation plan, and (6) Generating intervention evaluation plan. Participants included (n = 48) adolescent learners recruited from 8 (n = 8) participating schools. Adolescent learners participated in focus group discussions (FGD) to identify personal, interpersonal and environmental determinants of physical inactivity. Twenty-six (n = 26) key informant stakeholders participated in a stakeholder engagement workshop (SEW) to determine the motivators and constraints in implementing physical activity interventions. The Nyakaza intervention program's process development involved extensive stakeholder engagement, capacity development training, and integration of community feedback into the design. The intervention included a social marketing campaign and structured after-school physical activity sessions based on the Health Belief Model (HBM) and Transtheoretical Model (TTM). Implementation and evaluation plans were created, emphasizing real-time monitoring and adaptations. Strategies to enhance parental and community support were developed to address participation barriers. Although not tested in this study, these plans laid a robust foundation for fostering sustainable behavior change and improving physical activity among adolescents in resource-constrained settings. The Nyakaza-Move-for-Health intervention demonstrates a promising framework for promoting adolescent physical activity and addressing Non-Communicable Diseases in a culturally relevant manner. The systematic approach, grounded in the intervention mapping protocol, ensured a robust and replicable intervention design. Future research should focus on long-term follow-up, integrating objective physical activity measures, and expanding the program to include nutrition education. Addressing identified barriers, such as parental involvement, is crucial for enhancing the intervention's effectiveness and sustainability.

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.