After-school Physical Activity Research Articles

Effects of the FITKids Randomized Controlled Trial on Cognitive Control and Conflict Monitoring in Children

PURPOSE: We investigated the influence of a 9-month physical activity intervention (FITKids: NCT01619826, NCT01334359) on cognitive control and conflict monitoring. METHODS: Three hundred eight preadolescent children (8-9 years old) were randomized into an afterschool physical activity intervention (n=139) or a wait-list control group (n=169). The FITKids intervention occurred following every school day and provided a sum of 70-minutes of moderate-to-vigorous physical activity per session. All children completed a fitness assessment and a cognitive control task (i.e., flanker task) at pre- and post-test. Event-related brain potentials (ERPs) were recorded during flanker performance to determine neuroelectric underpinnings of frontally mediated changes in conflict monitoring (i.e., error-related negativity or ERN). RESULTS: Results revealed greater improvements in fitness from pre- to post-test for the intervention group (1.8 mL/kg/min; 5.4% change) compared to the control group (0.6 mL/kg/min; 2.1% change) [t(306)=2.3, p=0.02]. Further, increased performance was observed for the flanker task, requiring variable amounts of cognitive control, with greater change for the intervention group (9.3% accuracy; -8.5 omission errors, -2.0 omission error runs) compared to the control group (6% accuracy; -4.1 omission errors, -0.7 omission error runs) [F’s(1, 306)≥6.1, p’s≤0.02]. Additionally, results revealed larger ERN amplitude at post-test (-6.3 μV) compared to pre-test (-5.0 μV), only for the wait-list group [F’s(1, 306)≥9.6, p’s≤0.01] with no such change observed for the intervention group (pre-test: -5.7 μV; post-test: -5.7 μV) [F’s(1, 306)≤0.6, p’s≥0.46], suggesting greater cognitive efficiency in that no additional adjustments in neural indices of performance monitoring were observed to underlie improved performance at post-test. Lastly, a dose-response relation was observed for children in the intervention such that greater improvements in cardiorespiratory fitness were related to greater reductions in ERN amplitude (r=.20, p=0.02). CONCLUSIONS: These findings demonstrate that daily physical activity not only serves to improve fitness but also facilitates behavioral and functional neural processes associated with effective conflict monitoring in young children.

Comparison of Moderate-to-Vigorous Physical Activity Between In-school and an Afterschool Program among Urban Underserved Children

With the elimination of physical education and recess, the opportunities for children to be physically active in schools has declined. Therefore, afterschool programs have been identified as ideal settings where children (5–14 years) can accumulate a significant portion of their total daily, recommended level of moderate-to-vigorous physical activity (MVPA). PURPOSE. The first purpose of this pilot study was to quantify the level of in-school MVPA in underserved elementary school settings. A second purpose of the study was to quantify the level of MVPA achieved through a structured afterschool program that integrates physical activity with a STEM (Science, Technology, Engineering, and Mathematics) learning component. METHODS. Participants were 13 children (female n=5, age= 9.36, SD=0.83) enrolled in an afterschool program offered at a YMCA located in an urban community. All participants wore accelerometers to track their MVPA during the school day (6 hours and 15 minutes) and while participating in the structured afterschool program (30 minutes) called Active Science. During the program, the participants completed thirty minutes of physical activity followed by a science lesson delivered through the Active Science Mobile App. Physical activity levels were monitored for five consecutive days (Monday-Friday) during the in-school and afterschool environments. RESULTS. Participants mean in school and afterschool MVPA were M=14.5 + 2.60, M=16.87 + 3.6 minutes, respectively. T-test showed a significant difference between these two settings t(12)= 16.29, p< .05. The 6-hour school day contributed to approximately 24% of the recommended daily physical activity, while the 30-minute afterschool program contributed to 28% of the daily-recommended MVPA time. CONCLUSION. A guided and well-structured afterschool physical activity program can significantly impact MVPA levels in children. The results of this study are well aligned with national recommendations that endorse innovative strategies to incorporate movement into afterschool programs to improve physical activity levels in children.

A National Survey of Impact of Afterschool Physical Activities on U.S. Youth

A National Survey of Impact of Afterschool Physical Activities on U.S. Youth

Relation of Adolescents' Physical Activity to After-School Recreation Environment.

The after-school period provides an opportune context for adolescent physical activity. This study examined how characteristics of after-school recreation environments related to adolescent physical activity. Participants were 889 adolescents aged 12 to 17 (mean = 14.1, SD = 1.4) from 2 US regions. Adolescents reported on whether their school offered after-school supervised physical activity, access to play areas/fields, and presence of sports facilities. Outcomes were accelerometer-measured after-school physical activity, reported physical activity on school grounds during nonschool hours, attainment of 60 minutes of daily physical activity excluding school physical education, and BMI-for-age z-score. Mixed regression models adjusted for study design, region, sex, age, ethnicity, vehicles/licensed drivers in household, and distance to school. School environment variables were all significantly associated with self-reported physical activity on school grounds during non-school hours (P < .001) and attainment of 60 minutes of daily physical activity (P < .05). Adolescents' accelerometer-measured after-school physical activity was most strongly associated with access to supervised physical activity (P = .008). Policies and programs that provide supervised after-school physical activity and access to play areas, fields, and sports facilities may help adolescents achieve daily physical activity recommendations.

R.E.A.C.H: An After-School Approach to Physical Education

After-school physical activity programs are great opportunities to increase daily physical activity for adolescent youth in urban environments who often do not get the recommended amounts of physical activity needed for health benefits. Black and Hispanic youth in urban environments are particularly under-resourced in not just facilities but opportunities for being physically active during the school week. The lack of structured after-school programming, specifically physical activity programming, in many urban environments has been suggested as a meaningful contributor to the high levels of physical inactivity and risky behaviors among adolescents in urban environments. The purpose of this article is to introduce and describe the components, processes and methods of an innovative after-school program called R.E.A.C.H., which, through positive youth development, aims to positively influence urban adolescents through physical, character and health education.

Association of School Environment and After-School Physical Activity with Health-Related Physical Fitness among Junior High School Students in Taiwan.

The relationship between students’ school environment and exercise habits is complex, and is affected by numerous factors. However, the few studies that have been conducted on this relationship have reported inconsistent results, especially regarding Taiwanese students. We conducted this cross-sectional study to investigate the association of school environment and after-school physical activity with health-related physical fitness in Taiwanese adolescents. Data were drawn from a national survey conducted by the Ministry of Education in Taiwan in 2008 of health-related physical fitness measurements among junior high school students (649,442 total) in grades seven to nine. School environment (level of urbanization, school size, presence of sports field or gymnasium) and after-school physical activity were assessed for their association with adolescents’ physical fitness measurements (body mass index (BMI), bent-leg sit-ups, 800-/1600-m run, sit-and-reach, standing long jump). Urban boys and girls perform significantly better in muscle strength and endurance, cardiorespiratory endurance, flexibility, and explosive power; girls from rural areas exhibited significantly worse scores in body composition. Boys from large-size schools performed the worst in cardiorespiratory endurance, flexibility, and explosive power; whereas girls from large-size schools performed the worst in muscle strength, muscle endurance, and explosive power, but had the best score for body composition. However, the differences in body composition of boys from large-, medium-, and small- size schools did not reach a statistically significant level. Adolescents of both genders in schools with a sports field or gymnasium exhibited significantly better in muscle strength and endurance, cardiorespiratory endurance, and explosive power. Boys in schools with a sports field or gymnasium had significantly better body composition; girls in schools with sports field or gymnasium differed significantly in flexibility. Adolescents of both genders who participated in physical activity after school had significantly better body composition, cardiorespiratory endurance, and flexibility. Boys who participated in physical activity after school significantly differed in explosive power, whereas girls who participated in physical activity after school exhibited significantly better flexibility. Thus, the current study demonstrated that some factors, including urbanization (school location in rural or urban areas), school size, school facility provision (school with or without sports fields or gymnasiums), and after-school physical activity participation are more important than others in shaping adolescents’ physical fitness in Taiwan; meanwhile, these association patterns differed by gender.

After-School Physical Activity Interventions on Child and Adolescent Physical Activity and Health: A Review of Reviews

Schools are a critical setting for children to accrue recommended levels of physical activity, and after-school programmes are suggested to supplement existing programmes such as physical education. This review of reviews provides a comprehensive picture of the effects of after-school physical activity programmes on student physical activity and health. We completed a literature search of electronic databases and identified six existing systematic reviews and meta-analyses of the effects of after-school programmes on child and adolescent physical activity and health. We compared these reviews on numerous factors, including the databases searched, aims, outcome variables, physical activity measures, inclusion criteria, and quality of original studies. Our review of reviews identified considerable differences among the published reviews in the number and type of studies included, and in the conclusions drawn. In general, the reviews identified better outcomes when conducting the programmes in school rather than community settings, providing sessions on two or more days a week, and ensuring high programme attendance rates. Subgroup analyses indicated that girls were more receptive than boys to intervention programmes that promoted weight control. Additionally, there were some benefits for increasing physical activity levels among over-weight youth and boys. This review of reviews suggests there is currently only modest support of the benefits of after-school programmes on child and adolescent physical activity levels and body composition. Many questions remain unanswered, and there is further need to design, implement, and assess quality after-school interventions that target physical activity in diverse settings.

A Theory-Based Physical Education Intervention for Adolescents with Visual Impairments

Regular physical activity participation can have a positive impact on overall health. However, school-aged individuals with visual impairments tend to be less physically active than their peers without disabilities (Haegele & Porretta, 2015). Fortunately, preliminary intervention research suggests that physical activity levels of those with visual impairments can be improved (Haegele & Porretta, 2015). For example, Cervantes and Porretta (2013), using a social cognitive theory-based intervention, examined the effect of an after-school physical activity program on adolescents with visual impairments. Their study offered a nine-lesson program to four students at a residential school over a five-week period. Results indicated that leisure-time physical activity levels were enhanced by the intervention (Cervantes & Porretta, 2013). Social cognitive theory is considered among the most acceptable models for understanding health promotion behavior (Motl, 2007). It is a general theory of human behavior that stipulates that people are active agents in their own lives as they generate thoughts, feelings, and behaviors (Bandura, 2001). The model of causation which is central to social cognitive theory is triadic reciprocal determinism, which suggests that one's behavior, personal factors, and environmental influences influence each other bi-directionally (see Figure 1; Bandura, 2001; Motl, 2007). The reciprocal nature of human functioning in social cognitive theory allows researchers to direct interventions at several interrelated constructs in order to change behaviors. Common constructs exploring influences of physical activity behavior, central to the program implemented by Cervantes and Porretta (2013) and to this study, are self-efficacy, self-regulation, outcome expectancies, and social support. The need to increase physical activity at an early age has stimulated the development of school-based interventions for all students. Research suggests that school-based interventions can successfully increase physical activity (Kriemler et al., 2011). However, few studies focusing on individuals with visual impairments have been conducted. Thus, the purpose of this study was to determine the effects of a social cognitive theory-based physical education program on the leisure-time physical activity among adolescents with visual impairments. In this study, the successful social cognitive theory-based after-school program utilized by Cervantes and Porretta (2013) was implemented as a physical education program. Within the framework of social cognitive theory and triadic reciprocal determinism, this study sought to enhance participants' personal factors (self-efficacy, outcome expectancies, and self-regulation) and environmental influences (social support) in order to impact their behavior (that is, physical activity participation). Methods Participants Four participants (two males and two females), aged 15 to 17 years and attending a Midwestern residential school for blind students, were purposively sampled based on: (a) not being enrolled in another physical activity intervention, (b) not being active members of interscholastic sport, (c) having no ambulation-related disabilities, and (d) having the ability to wear Fitbit Zip devices throughout the day. Participants were selected from two physical education classes: first period (participants 3 and 4) and ninth period (participants 1 and 2). Characteristics of the participants are presented in Table 1. Setting The intervention was delivered during the physical education class period in either the gymnasium or the health education room. During after-school hours, participants had access to physical activity opportunities that were available to them on a regular daily basis (for example, walking in the neighborhood). Intervention This study's intervention was modeled after an existing program, entitled for Exercise, Plan for Health (Stevens, 2006), and previously implemented by Cervantes and Porretta (2013). …

Recruiting Youth for After-School Health Intervention Programming: Parent and Student Perceptions

In an effort to increase physical activity (PA) in children, some schools are utilizing after-school PA programs. For after-school PA programs to attract children and their parents more effectively, it is important to understand participant perceptions. With input from parents and children, after-school PA programs will be better equipped to attract children to the PA program, resulting in greater participation, enjoyment, and increased PA. Thus, the purpose of this study was to gain insight into parents’ and children’s thoughts and decisions relating to joining an after-school PA program. A cross-sectional qualitative design was employed. Children were interviewed and parents were surveyed prior to youth involvement in Step Up for Health, an after-school PA program geared toward youth of a Midwest elementary school. Responses to the surveys and interviews were coded into categories. Thirty of 39 youth students reported participating to increase their physical fitness levels. Thirty-seven of 39 youth participants identified their physical education teacher as being influential in their decision to participate. Thirty-nine of 39 parents/legal guardians stated the main benefit of the program was that it provided a PA outlet for their child. Every adult participant identified their own child as an influential figure in the decision-making process to allow their child to participate. Perceptions held by parents and children provided insight into the recruitment process for PA programs. The theory of reasoned action can serve as a guide to understand why participants and their parents support such a program.

Children’s after-school physical activity participation in Hong Kong: Does family socioeconomic status matter?

Objective: This study aimed to examine the association between parental socioeconomic status (SES) and children’s physical activity (PA) behaviour during after-school hours. Design: Cross-sectional study. Methods: Participants included 663 schoolchildren (aged between 10 and 13 years) and their parents from nine primary schools in Hong Kong. Parental SES status and the after-school PA levels of children were assessed using self-administered questionnaires. Analysis of variance (ANOVA) was conducted to examine the association between parents’ education and income level and the type of activities in which children participated during after-school hours. Results: Results indicated that children with mother in the higher education group engaged in fewer time blocks of sports-type activity (high = 0.72 time blocks; medium = 1.04 time blocks; low = 1.17 time blocks). Compared with their counterparts, children with mothers in the higher income group were more engaged in sedentary activity (high = 5.33 time blocks; medium = 5.02 time blocks; low = 4.73 time blocks) within the eight 30-minute time blocks during after-school hours. Conclusion: The study describes how parental SES influences children’s after-school PA participation and highlights the importance of including a family perspective when designing a PA promotion programme targeting after-school hours.

Associations between demographic characteristics and physical activity practices in Nevada schools.

Schools are important settings for not only providing and promoting children's physical activity (PA) but also for reducing PA disparities. We investigated associations between school-level demographic characteristics (racial/ethnic and socioeconomic composition, urban-rural status, and student-to-teacher ratio) and 16 PA-promoting practices in 347 Nevada public elementary, middle, and high schools in 2014. We found that low-cost and easy-to-implement practices are most prevalent. There is relative demographic equity in ten of 16 PA practices and significant differences in six PA practices in Nevada schools. Schools with comparatively larger percentages of Black students are the most disadvantaged, as they have the fewest PA-supportive practices in place. Higher percent black was associated with lower odds of providing classroom activity breaks (AOR=0.632, 95% CI=0.453-0.881) and bike racks (AOR=0.60, 95% CI=0.362-0.996), greater odds of withholding recess/PE for disciplinary reasons (AOR=1.377, 95% CI=1.006-1.885), and lower odds of having recess supervisors who are trained to promote PA (AOR=0.583, 95% CI=0.374-0.909). Schools with greater percentages of Hispanic students have lower odds of providing before-school PA programs (AOR=0.867, 95% CI=0.761-0.987), whereas schools with greater percentages of low-SES students have greater odds of providing after-school PA programs (AOR=1.135, 95% CI=1.016-1.268). Higher student-to-teacher ratio was also associated with greater odds of providing after-school PA programs (AOR=1.135, 95% CI=1.016-1.268). Urban-rural status was unrelated to all PA practices.

Delivery and Receipt of a Self-Determination-Theory-Based Extracurricular Physical Activity Intervention: Exploring Theoretical Fidelity in Action 3:30.

The implementation, fidelity, and receipt of a self-determination-theory-based after-school physical activity intervention (Action 3:30) delivered by teaching assistants (TAs) was examined using a mixed-methods process evaluation. Physical activity motivation and need satisfaction were reported by 539 participants at baseline, the end of intervention, and 4-month follow-up. Pupil- and TA-reported autonomy-support and teaching efficacy were collected alongside interviews with 18 TAs and focus groups with 60 participants. Among intervention boys there were small increases in identified, introjected, and external motivation and no differences in need satisfaction. Among girls, intrinsic and identified motivation and autonomy and relatedness were lower in the intervention group. Qualitative evidence for fidelity was moderate, and boys reported greater need satisfaction than girls. TAs provided greater structure than involvement or autonomy-support and felt least efficacious when facing school-based challenges. The findings highlight the refinements needed to enhance theoretical fidelity and intervention effectiveness for boys and girls.

Examining reach, dose, and fidelity of the "Girls on the Move" after-school physical activity club: a process evaluation.

BackgroundAfter-school programs represent a promising opportunity to assist adolescent girls’ in attaining adequate physical activity. Although evaluating the process of intervention implementation is important for determining if an intervention was delivered and received as intended, comprehensive information about process evaluation methods and results are rarely reported. The purpose of this article was to evaluate the reach, dose, and fidelity of a 90-minute after-school physical activity club offered 3 days a week. The club is 1 of 3 components included in a 17-week intervention designed for 5th-8th grade girls, the majority of whom were of minority and/or low socioeconomic status.MethodsA total of 24 schools (12 intervention; 12 control) and 56–67 girls per school (total N = 1519 girls) were included in the Girls on the Move group randomized controlled trial. At the beginning of each of 3 academic years (2012–2015), 8 schools per year were randomized to receive either the intervention (n = 4) or control condition (n = 4). To evaluate the club, data collected via surveys from girls, club coaches and managers, and process evaluators were analyzed. To evaluate the opportunity for physical activity provided by the coaches and managers, process evaluators used an observation tool based on the System for Observing Fitness Instruction Time and Academic Learning Time - Physical Education. Girls wore accelerometers every other week during the club time.ResultsMean attendance was 41 % with the average attendance in year 3 being higher than rates for years 1 or 2. Mean moderate-to-vigorous physical activity time was 21.85 minutes measured via accelerometry and 21.81 minutes observed by process evaluators. Satisfaction with the intervention was high. For the most part, process evaluators perceived the club was delivered as planned and reflected constructs of the Health Promotion Model and Self-Determination Theory. Areas contributing to success included using incentives and offering a variety of activities. Issues negatively impacting implementation included managing behavioral problems, having limited space for moderate-to-vigorous physical activity, dealing with inclement weather, and getting coaches to actively participate in all physical activities with the girls.ConclusionsThis process evaluation provides important information to guide future school-based physical activity intervention delivery. Barriers to implementation have been identified. Ways to overcome them warrant consideration when designing physical activity interventions. Research is needed to test innovative approaches for enhancing attendance and increasing girls’ moderate-to-vigorous physical activity in after-school programs.Trial registrationClinicalTrials.gov Identifier NCT01503333. Registered 23 December, 2011.

Why inner-city high-school students attend after-school physical activity clubs

Objective: The population of young people most vulnerable to low levels of physical activity (e.g. urban/minority/low socio-economic status/female/non-athletes) often has the least access to physical activity opportunities and resources. It has been suggested that a comprehensive, school-based approach, including prudent use of time before, during and after the school day may be an effective way to increase overall physical activity, but little is known about why urban students voluntarily participate in these extracurricular programmes. Using social cognitive theory as a framework, this study examines urban high-school students’ rationale for attending after-school physical activity clubs designed to provide fun, safe, supportive places to do physical activities with friends. Design and setting: Qualitative study in an urban school district. Method: Over a 2-year period, adult leaders within 14 inner-city schools in a large urban district in the Midwest USA held 938 physical activity club sessions targeting traditionally inactive youth to promote non-competitive physical activity. Interviews with student participants ( n = 278) and researcher field observations ( n = 115) were used as primary data sources. Results: Three primary themes emerged to explain the voluntary participation of high-school students in after-school physical activity clubs: (a) social affiliation, especially group identification and establishing relationships with adult leaders and likeminded peers; (b) health and performance, including improving physical health and performance in other athletic endeavours; and (c) the ‘right’ types of activities and focus, including those that were student-centred, non-competitive and culturally relevant. Conclusion: Creation and sustainability of successful inner-city physical activity clubs will largely hinge upon the capitalisation on an understanding of the motivations of an urban student population.

Effects of an afterschool community center physical activity program on fitness and body composition in obese youth

ABSTRACTPhysical activity (PA) promotes health in obese youth and is an important adjunct to medical weight management. Access to structured fitness programmes for obese, low-income youth is limited and potential benefits of such programmes are poorly understood. We describe an urban afterschool fitness programme for obese youth and participants’ changes in fitness and body composition. A case series of 30 youth (age: 11.5 ± 2.5 years) with BMI ≥95th percentile and physician referral received a 24-wk programme scholarship. The programme, offered 4 times a week for 90-min.session, included aerobic, strength, and self-organised PA. Primary outcomes, measured at baseline (BL) time 1 (4–8 wk) and time 2 (12–16 wk) were BMI, per cent body fat (%BF), fat-free mass (FFM), heart rate during a treadmill test, and muscular strength (one repetition maximum (1RM)) and endurance (reps at 70% of 1RM) on the leg press (LP) and chest press (CP). Average participation was 1.5 ± 0.6 visits per week for 18.7 ± 6.5 weeks. Between BL and time 2, LP and CP 1RM and endurance significantly improved (P < 0.05). Additionally, there was a significant interaction for %BF with boys losing 5.2% (P > 0.05) while girls lost 0% (>0.05). Obese youth attending an urban fitness programme for at least three months improved strength and body composition, but average attendance was below planned levels.

Playability of school-environments and after-school physical activity among 8-11 year-old children: specificity of time and place.

BackgroundPhysical Activity (PA) occurs in several behavioral domains (e.g., sports, active transport), and is affected by distinct environmental factors. By filtering objective PA using children’s school schedules, daily PA can be separated into more conceptually meaningful domains. We used an ecological design to investigate associations between “playability” of 21 school-environments and children’s objectively measured after-school PA. We also examined to what extent distinct time-periods after-school and the distance from children’s residence to their school influenced this association.MethodsPA was measured in 587 8–11 year-old children by accelerometers, and separated in four two-hour time-periods after-school. For each school-environment, standardized playability-scores were calculated based on standardized audits within 800 m network buffers around each school. Schools and children’s residences were geocoded, and we classified each child to be residing in 400, 800, 1600, or >1600 m crow-fly buffers from their school. The influence of network-distance buffers was also examined using the same approach.ResultsPlayability was associated with light PA and moderate-to-vigorous PA after-school, especially in the time-period directly after-school and among children who lived within 800 m from their school. Playability explained approximately 30 % of the after-school PA variance between schools. Greater distance from children’s residence to their school weakened the association between playability of the school-environments and after-school PA.ConclusionsThis study demonstrated that relationships between the conceptually matched physical environment and PA can be revealed and made plausible with increasing specificity in time and distance.

Increasing Children's Voluntary Physical Activity Outside of School Hours Through Targeting Social Cognitive Theory Variables.

Volume of moderate-to-vigorous physical activity completed during the elementary school day is insufficient, and associated with health risks. Improvements in theory-based psychosocial factors might facilitate increased out-of-school physical activity. A behaviorally based after-school care protocol, Youth Fit 4 Life, was tested for its association with increased voluntary, out-of-school physical activity and improvements in its theory-based psychosocial predictors in 9- to 12-year-olds. Increases over 12 weeks in out-of-school physical activity, and improvements in self-regulation for physical activity, exercise self-efficacy, and mood, were significantly greater in the Youth Fit 4 Life group (n = 88) when contrasted with a typical care control group (n = 57). Changes in the 3 psychosocial variables significantly mediated the group-physical activity change relationship (R(2) = .31, P < .001). Change in self-regulation was a significant independent mediator, and had a reciprocal relationship with change in out-of-school physical activity. In the Youth Fit 4 Life group, occurrence of 300 min/wk of overall physical activity increased from 41% to 71%. Targeting theory-based psychosocial changes within a structured after-school care physical activity program was associated with increases in children's overall time being physically active. After replication, large scale application will be warranted.

Predicting Social Responsibility and Belonging in Urban After-School Physical Activity Programs with Underserved Children

The purpose of this cross sectional study was to predict feelings of belonging and social responsibility based on the motivational climate perceptions and contingent self-worth of children participating in urban after-school physical activity programs. Three-hundred and four elementary school students from a major Midwestern city participated. Based on multiple regression analyses we predicted 39 % of the variance in feelings of belonging largely due to perceptions of leadership emotional support and task climate and 31 % of the variance in feelings of social responsibility largely due to perceptions of a caring climate. Our findings support the importance of after school physical activity programs, which appear to provide nurturing environments that may contribute to feelings of belonging and social responsibility.

Feasibility And Acceptability Of Tracking Adolescent Physical Activity And Sedentary Behavior Using A Mobile Application

During adolescence, sedentary time tends to increase while physical activity (PA) declines. Previous self-report measures of adolescent’s activities can be prone to recall bias and are limited by their inability to detect activities that occur simultaneously. Real-time measurements (Experienced Sampling Method, ESM), may address these limitations by assessing activities as they are taking place. PURPOSE: The primary purpose of this study was to examine the feasibility and acceptability for adolescents to track their after-school PA and sedentary time through a mobile application (app) using ESM. The secondary purpose was to describe adolescents’ after-school behaviors. METHODS: Participants completed surveys on type and amount of time spent in sedentary behaviors and PA during the previous 30 minutes using an app on their mobile device. The surveys occurred randomly, six times, from 3-7pm, for three days (18 surveys total). Participants also completed a 15-minute follow-up interview over the phone to assess ease and likeability of using the app on 5-pt scales (1= very easy, 5= very hard; 1= disliked a lot, 5= liked a lot). RESULTS: A total of 12 adolescents, 11-15 years old, completed the study. The number of surveys answered among participants ranged from 2 to 17 over the three-day period, and the average number of surveys taken per day was 3.2 (53% daily completion rate). Common reasons for not answering surveys were sports practices, traveling without WiFi access, or simply forgetting. Participants indicated the app was very easy to use (mean=1.4), and that they liked using the app (mean=3.8). No participants said they disliked using the app. Adolescents most frequently reported engaging in “mobile device use” (31.7%), “reading, writing, drawing, or doing homework” (31.7%), and “other activities” (30.1%). While it was not the most frequently reported activity, adolescents spent the greatest amount of time doing “other activities” (6.9 hours). CONCLUSIONS: While the mobile app appears to be appealing and easy to use among adolescents, the feasibility was low. Some of the reasons for low feasibility are addressable (forgetting) while others are not (sports practices). The ESM methodology may need to be modified in order to improve feasibility and to account for these periods of unavailability in adolescents.

Evaluation of an unstructured afterschool physical activity programme for disadvantaged youth

ABSTRACTThe purpose of the study was to conduct an evaluation of an unstructured afterschool physical activity (PA) programme (Keep it Moving!; KIM) in an ethnically diverse and low socio-economic status (SES) school district. PA of students in 3rd–5th grades (N = 205) at four elementary schools were assessed during spring 2012. An ActiGraph accelerometer was utilised to examine objectively measured time and steps in differing intensity levels. Standard data reduction procedures were used to process collected data and characterise PA. Students averaged approximately 54 min of accelerometer wear-time during the KIM programme, 10.4 ± 6.1 min (19.2%) of which were spent in sedentary behaviour, 28.2 ± 8.3 min (52.1%) in light PA and 15.6 ± 6.6 min (28.7%) in moderate-to-vigorous intensity PA. Within the cadence band of 1–19 steps/min participants accumulated the highest time-derived PA (16.4 ± 6.3 min). In total, children averaged 1811.9 ± 527.5 steps during the entire KIM programme. Results from the programme indicated that elementary-aged students received additional PA through the KIM programme. The mean value of accumulated steps during the afterschool PA programme represented 12–16.5% of the minimum steps/day target (depending upon gender) identified for elementary-aged school children. These data represent unique findings from a high-need population that may be helpful for researchers and practitioners alike.