After-school Activity Program Research Articles

A pragmatic evaluation of the primary school Be Active After-School Activity Programme (Be Active ASAP)

The period after school represents an opportunity to engage children in physical activity (PA) programmes in schools. The purpose of this study was to evaluate the effect of an afterschool programme, delivered in schools, on children's participation in and attitudes to PA. Ten schools took part in this non-randomized controlled trial (five experimental and five control schools). Experimental schools participated in an after-school programme delivered by teachers and parents for 50 min per week. Outcome measures included device-measured PA, self-report youth PA behaviour and parental perceptions of the school environment. Measurements took place at baseline, and mean follow-up was at 10 weeks. Data were collected from 196 participants, with a mean age of 8.1 ± 0.8 years. Mean daily minutes of moderate-to-vigorous physical activity (MVPA) for the entire sample at baseline was 69.9 ± 23.3. While both groups presented a decline in MVPA levels, there was a significant difference in the change from baseline to follow-up (P = 0.043) of min/day MVPA between the control group (-13.2 ± 23.9) and the experimental group (-0.9 ± 25.2). This programme may help maintain MVPA levels, with children exposed to the intervention experiencing a significantly lower decline in MVPA than their control counterparts.

Evaluation of Afterschool Activity Programs' (ASAP) Effect on Children's Physical Activity, Physical Health, and Fundamental Movement Skills.

BackgroundPhysical literacy-focused afterschool activity programs (ASAPs) can be an effective strategy to improve children’s health-related parameters. We sought to compare physical activity, body composition, aerobic capacity, and fundamental movement skills between physical literacy-focused ASAP and a standard recreational ASAP.MethodA pre–post (6 months) comparison study was conducted in 5- to 12-year-old children in a physical literacy-focused ASAP (physical literacy group, n = 14) and children attending a standard recreational ASAP (comparison group, n = 15). Physical activity guideline adherence was assessed using accelerometry, body composition was analyzed using bioelectrical impedance, aerobic capacity was estimated using the Progressive Aerobic Cardiovascular Endurance Run test, and fundamental movement skills were evaluated using the Test of Gross Motor Development–2.ResultsThere were no significant differences between groups at baseline. After 6 months, the physical literacy group exhibited a significant improvement in their total raw score for the Test of Gross Motor Development–2 (p = .016), which was likely due to improvements in object control skills (p = .024). The comparison group significantly increased body mass index (p = .001) and body fat (p = .009) over time. No significant between-group differences were found; however, there was a trend for improved aerobic capacity in the physical literacy group (d = 0.58).ConclusionsEngagement in the physical literacy-focused ASAP contributed to an attenuated increase in adiposity and an improvement in object control skills.

Intergenerational Montessori Program for Adults With Memory Concerns.

Purpose This study evaluated the effects of an intergenerational Montessori after-school program on the engagement, affect, and quality of life of older adults with memory concerns and on the attitudes of children toward older adults. Method Eleven older adults were paired with 11 children to participate in a 45-min after-school activity program. Observations of engagement and affect during the interactions were collected 3 times a week for 4 weeks. The older adults' engagement and affect also were observed during 45-min planning/discussion sessions without the children present before their arrival to the program. Results Results revealed significant differences in older adults' engagement and positive affect when the children were present. Significant pre-post improvements in reported quality of life and maintenance of cognitive status were associated with program participation. Children demonstrated more active than passive engagement and more happy than neutral affect during activity sessions. Four of the seven children improved their positive ratings of older adults. Conclusions This program documented success in improving engagement and affect in older adults with mild memory concerns while engaging with children. Future studies with a larger sample of participants with varying degrees of memory impairment are needed to investigate the potential of this promising program.

Decreased abdominal fat and improved bone metabolism after taekwondo training in obese adolescents

Accumulation of abdominal fat during adolescence is associated with early metabolic dysfunctions and interrupting bone metabolism. This study aimed at investigating the effects of taekwondo training on abdominal fat and bone metabolism in obese adolescents. Twenty male obese adolescents, with a body mass index above 95th percentile (BMI: 29.4±1.90 kg/m2), aged 12-15 years, were assigned to the taekwondo training group (TKD, n=11) and control group (CON, n=9). Supervised taekwondo training was performed for 60 minutes/day, three times/week at 60-80% of participants’ heart rate reserve for 16 weeks. Body composition and bone mineral density (BMD) were estimated by dual X-ray absorptiometry. A computerized tomography scan was applied to estimate total abdominal fat (TAF), abdominal visceral fat (AVF), abdominal subcutaneous fat (ASF), and AVF to ASF ratio (VSR). Blood samples were analyzed for adipocytokines (leptin and adiponectin) and bone turnover markers (osteocalcin- OC and C-terminal telopeptide-CTx). There were significant interaction effects between abdominal fat variables and training where TAF (p<.01) and AVF (p<.05) decreased in TKD group. Bone metabolism including bone formation (OC, p<.05) and resorption markers (CTx, p<.05) were significantly increased only in the TKD group. The present study suggests that taekwondo training can be an effective afterschool activity program for providing health benefits including improving abdominal fat and bone metabolism in obese adolescents.

Acceptability and Potential Efficacy of Single-Sex After-School Activity Programs for Overweight and At-Risk Children: The Wollongong SPORT RCT.

Single sex after-school physical activity programs show potential to prevent unhealthy weight gain. The aim of this study was to assess the acceptability and potential efficacy of single-sex after-school physical activity programs for overweight and at-risk children from low-income communities. 7-month, 2-arm parallel-group, RCT, conducted at an elementary school in a disadvantaged area in Wollongong, Australia (March-November 2010). 20 boys and 17 girls were randomized to intervention (PA) or active comparison groups (HL). Primary outcomes included implementation, acceptability, percentage body fat and BMI z-score. The PA programs were acceptable with high implementation and enjoyment rates. At 7 months postintervention girls in the PA group displayed greater changes in percentage body fat (adjust diff. = -1.70, [95% CI -3.25, -0.14]; d = -0.83) and BMI z-score (-0.19 [-0.36, -0.03]; d= -1.00). At 7 months boys in the PA group showed greater changes in waist circumference (-3.87 cm [-7.80, 0.15]; d= -0.90) and waist circumference z-score (-0.33 [-0.64, -0.03]; d= -0.98). For both boys' and girls' PA groups, changes in adiposity were not maintained at 12-month follow-up. Single-sex after-school physical activity programs are acceptable and potentially efficacious in preventing unhealthy weight gain among overweight and at-risk children. However improvements are hard to sustain once programs finish operating.

Estimated Energy Expenditures for School-Based Policies and Active Living

Despite overwhelming evidence of the health benefits of physical activity, most American youth are not meeting the 60 minutes per day recommendation for moderate- to vigorous-intensity physical activity (MVPA). Policy changes have the potential to bring about substantial increases in physical activity in youth, within school and community settings. The purpose of this study was to quantify the increase in energy expenditure for school-based policies and built environment changes. Scientific literature reviews were consulted, and more than 300 published studies (1995-2011) in English were identified based on titles and abstracts. After an initial screening, 85 articles were included. Study quality was assessed, and the impact of various strategies for increasing physical activity in youth was estimated from objective measurements/direct observation. Within school settings, the average minutes of MVPA gained per school day for studies in each intervention category were as follows: mandatory physical education (23 minutes); classroom activity breaks (19 minutes); afterschool activity programs (10 minutes); standardized physical education curricula (6 minutes more than traditional physical education); modified playgrounds (6 minutes); and modified recess (5 minutes more than traditional recess). Within community settings, significant MVPA was associated with active commuting (16 minutes) and park renovations (12 minutes), but proximity to parks had a small effect (1 minute). No conclusions could be drawn regarding joint-use agreements, because of a lack of studies quantifying their impact on energy expenditure. Of the various policies and built environment changes examined, the largest effects were seen with mandatory physical education, classroom activity breaks, and active commuting to school. Policymakers can use this information along with estimates of the cost, feasibility, and population reach, to identify the best options for increasing physical activity in youth.

Validation of the SOPLAY Direct Observation Tool With an Accelerometry-Based Physical Activity Monitor

The System for Observing Play and Leisure Activities (SOPLAY) is a direct observation instrument designed to assess group physical activity and environmental contexts. The purpose of this study was to test the convergent validity of the SOPLAY using temporally matched data from an accelerometry-based activity monitor. Accelerometry-based physical activity data were obtained from 160 elementary school children from 9 after-school activity programs. SOPLAY coding was used to directly observe physical activity during these sessions. Analyses evaluated agreement between the monitored and observed physical activity behavior by comparing the percent of youth engaging in physical activity with the 2 assessments. Agreement varied widely depending on the way the SOPLAY codes were interpreted. Estimates from SOPLAY were significantly higher than accelerometer PA levels when codes of walking and vigorous were used (in combination) to reflect participation in moderate to vigorous PA (MVPA). Estimates were similar when only SOPLAY codes of vigorous were used to define MVPA (Difference = 1.33 ± 22.06%). SOPLAY codes of walking corresponded well with estimates of Light intensity PA. Observations provide valid indicators of MVPA if coding is based on the percentage of youth classified as "vigorous."

EFFECTS OF AN ACTIVITY PROGRAM ON SPONTANEOUS PHYSICAL ACTIVITY, AEROBIC CAPACITY, BODY COMPOSITION, AND PERCEIVED PHYSICAL COMPETENCE IN OBESE CHILDREN

The purpose of this study was to evaluate changes in spontaneous physical activity, aerobic capacity, body composition, and perceived physical competence after an 8-week after-school activity program in obese, prepubescent children. Participants were 30 children (15 intervention and 15 control) between 8 and 11 years of age. Physical activity ws assessed by Tritrac accelerometers and Digiwalker pedometers for five consecutive days before and after the physical activity program. Social cognitive theory provided the theoretical basis for the design of the activity program. The intevention group participated in bicycling, inline skating, and active games. Cohen's delta (d) was used to estimate the size of the change from pretraining to posttraining for each group. The intervention and control groups both demonstrated moderate decreases in objectively measured physical activity after the 8-week training program (d = 0.53 and 0.50, respectively). This can be partially explained by seasonal variations in activity patterns of children. The intervention group improved maximal treadmill time by 34 seconds (d = 0.41), while the control group improved by 14 seconds (d = 0.14). No meaningful changes were noted in percent fat or body mass index (BMI) for the intervention group (d = 0.09 and 0.14, respectively). For the control group, the decrease in percent fat (d = 0.29) and the increase in BMI (d = 0.14) were small. On the perceived competence questionnaires, boys in the intervention group reported greater increases than girls in the intervention group and control group participants. In summary, the 8-week physical activity program resulted in no change in spontaneous physical activity relative to the control group. Thus, intervention group participants did not compensate for the increased levels of physical activity received from the activity program by decreasing their level of physical activity outside the program. Because perceived competence is a determinant of physical activity, the small improvement in perceived competence could be meaningful, especially for boys.