A qualitative study of staff's perspectives on implementing an after school program promoting youth physical activity

Zarrett, Nicole; Skiles, Brittany; Wilson, Dawn K.; McClintock, Lauren

doi:10.1016/j.evalprogplan.2011.12.003

Cited by 25 publications

(26 citation statements)

References 40 publications

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“…The professional development training was founded on the 5Ms— Mission, Manage, Motivate, Monitor, Maximize 18 training model and was designed to develop afterschool program staff competencies related to increasing child engagement in HEPA. Competencies included in the trainings are consistent with policy documents, 3,8,25,26 “best practices” position statements from elementary and middle school physical education, 27,28 literature on competencies for school wide and afterschool physical activity promotion, 2,29-31 theory 32,33 and our extensive experiences working in afterschool programs. During trainings staff participated in and led healthy eating exercises and physical activities in the five domains of the training program.…”

Section: Methodsmentioning

confidence: 67%

A Comprehensive Professional Development Training's Effect on Afterschool Program Staff Behaviors to Promote Healthy Eating and Physical Activity

Weaver

Beets

Saunders³

et al. 2014

Journal of Public Health Management and Practice

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Objective Evaluate a comprehensive intervention designed to support staff and program leaders in the implementation of the YMCA of USA Healthy Eating and Physical Activity (HEPA) Standards for their afterschool programs (3-6pm). Design Pre (Fall 2011) and post (Spring 2012) assessment no control-group. Setting/Participants Four large-scale YMCA afterschool programs serving approximately 500 children. Intervention Professional development training founded in the 5Ms (i.e. Mission, Model, Manage, Monitor, Maximize) and LET US Play principles (i.e. lines, elimination, team size, uninvolved staff/kids, and space, equipment and rules), on-site booster training sessions, workshops, and ongoing technical support for staff and program leaders from January to May 2012. Main outcome measures System for Observing Staff Promotion of Activity and Nutrition (SOSPAN). Analysis Multilevel mixed effects linear (i.e., staff behaviors expressed as a percentage of the number of scans observed) and logistic regression. Results A total of 5328 SOSPAN scans were completed over the two measurement periods. Of the 20 staff behaviors identified in HEPA Standards and measured in this study, 17 increased or decreased in the appropriate direction. For example, staff engaged in physical activity with children increased from 26.6% to 37% and staff eating unhealthy foods decreased from 42.1% to 4.5%. Conclusions Comprehensive professional development training, founded in the 5Ms and LET US Play principles, and ongoing technical assistance can have a sizable impact on key staff behaviors identified by HEPA Standards for afterschool programs.

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Section: Methodsmentioning

confidence: 67%

A Comprehensive Professional Development Training's Effect on Afterschool Program Staff Behaviors to Promote Healthy Eating and Physical Activity

Weaver

Beets

Saunders³

et al. 2014

Journal of Public Health Management and Practice

View full text Add to dashboard Cite

show abstract

“…Process evaluation results showed that students in the intervention reported feeling greater respect from the staff and teachers and having more motivation to engage in physical activities as compared to students in the control schools (Wilson et al, 2011). A qualitative follow-up study also showed that the youth, staff, teachers and school leaders felt that the climate at the schools was more positive after implementing the intervention program (Zarrett, Skiles, Wilson, & McClintock, 2012). Furthermore, post-intervention focus groups revealed that competing demands at home and lack of parental involvement were two of the key barriers that prevented students from making sustainable long-term changes in physical activity beyond the school intervention setting (Wilson et al, 2011).…”

Section: Summary Of Evidence-based Randomized Controlled Trialsmentioning

confidence: 99%

Promoting Social Nurturance and Positive Social Environments to Reduce Obesity in High-Risk Youth

Wilson

Sweeney

Kitzman-Ulrich

et al. 2017

Clin Child Fam Psychol Rev

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Nurturing environments within the context of families, schools, and communities all play an important role in enhancing youth’s behavioral choices and health outcomes. The increasing prevalence rates of obesity among youth, especially among low income and ethnic minorities, highlight the need to develop effective and innovative intervention approaches that promote positive supportive environments across different contexts for at risk youth. We propose that the integration of Social Cognitive Theory, Family Systems Theory, and Self-Determination Theory offers a useful framework for understanding how individual, family and social-environmental level factors contribute to the development of nurturing environments. In this paper, we summarize evidence-based randomized controlled trials that integrate positive parenting, motivational, and behavioral skills strategies in different contexts, including primary care, home, community, and school-based settings. Taken together, these studies suggest that youth and parents are most likely to benefit when youth receive individual-level behavioral skills, family-level support and communication, and autonomous motivational support from the broader social environment. Future investigators and health care providers should consider integrating these evidence-based approaches that support the effects of positive social climate-based interventions on promoting healthy eating, physical activity, and weight management in youth.

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“…In the case of PA, youth will opt to engage or disengage depending on whether these needs are met. Previous research suggests that a culturally sensitive environment, that ensures youth physical and emotional safety, access to adequate space, equipment, positive peers, and supportive and competent adult leaders, will support youth continued engagement (e.g., Eccles & Gootman, 2002;Zarrett, Skiles, Wilson, & McClintock, 2012).…”

Section: Mechanisms For Promoting Youth Pa In Camp Settingsmentioning

confidence: 99%

“…Previous PA-based interventions indicate that the integration of perceived choice, self-initiated behaviors, and sense of belonging, are instrumental in increasing youth intrinsic motivation, effort, and persistence for engaging in PA (Wilson, Evans, Williams, et al, 2005;Wilson, Griffin, Saunders, et al, 2009;Zarrett, et al, 2012). Research focused on motivation for sports participation has also identified perceived competence, enjoyment, social connectedness, and degree of outside pressure as primary motives for pursuing or dropping out of sports (Brustad, Babkes, & Smith, 2001;Fredricks, et al, 2002;Patrick, et al, 1999;Weiss & Petlichkoff, 1989;Weiss & Williams, 2004).…”

Section: Mechanisms For Promoting Youth Pa In Camp Settingsmentioning

confidence: 99%

The Camp Setting for Promoting Youth Physical Activity: Systematic Observations of Summer Day Camps

Zarrett

Skiles

Sorensen

2012

JYD

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Abstract:The risk for youth obesity is higher during the summer than any other time of year. Summer day camps can be ideal settings for preventing obesity through reducing youth summer sedentary behaviors. However, little-to-no research has examined the role of camps for promoting youth physical activity (PA) and other healthy behaviors. This study begins to address the gap in research by conducting systematic observations of 4 summer day camps (2 highly-resourced and 2 low-resourced) to determine: 1) the degree to which camps engage youth in moderate-to-vigorous (MV) PA, and; 2) to what extent camps provide important physical and social-motivational features for promoting PA. Results indicate camps provide opportunities for youth to meet national recommendations of daily MVPA. However, there were differences in PA and motivational features by level of camp resources. This study helps inform practice and policy through identifying strengths and needs of camps for promoting PA.

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A qualitative study of staff's perspectives on implementing an after school program promoting youth physical activity

Cited by 25 publications

References 40 publications

A Comprehensive Professional Development Training's Effect on Afterschool Program Staff Behaviors to Promote Healthy Eating and Physical Activity

A Comprehensive Professional Development Training's Effect on Afterschool Program Staff Behaviors to Promote Healthy Eating and Physical Activity

Promoting Social Nurturance and Positive Social Environments to Reduce Obesity in High-Risk Youth

The Camp Setting for Promoting Youth Physical Activity: Systematic Observations of Summer Day Camps

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