Culturally and Geographically Relevant Content in Secondary Physical Education: Lessons from the Greenbrier CHOICES Project

Braga, Luciana; Elliott, Eloise

doi:10.1080/07303084.2018.1430630

Cited by 3 publications

(2 citation statements)

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“…A possible explanation could be that student input was sought with regard to their interest in different types of PA. Student interests were used to inform the selection of innovative, value-added PE content, and before- and after-school PA programs/clubs. Engaging adolescents in the planning process and implementing culturally and geographically relevant PA in schools may create environments that reduce barriers to participation for adolescents typically disengaged from PA (e.g., female, lower skilled, less fit adolescents; Braga & Elliott, 2018; Braga et al, 2015; Spence & Lee, 2003). However, this claim needs to be supported by future research.…”

Section: Discussionmentioning

confidence: 99%

“…Four PE teachers from the county designed the curriculum in collaboration with content and pedagogy experts across the 3-year intervention. The curriculum focused on culturally and geographically relevant PA. That is, the units of instruction in the curriculum introduced PA congruent with students’ way of life and the environment in which they live (Braga & Elliott, 2018). This process involved seeking and responding to students’ feedback, providing continuous professional development for teachers, procuring varied and adequate equipment, and building partnerships with community members and organizations.…”

Section: Methodsmentioning

confidence: 99%

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Initial Findings of a Multicomponent School Health Intervention in Rural Appalachia: The Greenbrier CHOICES Project

et al. 2020

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Background. Schools are an important setting for health promotion because they afford children and adolescents numerous opportunities to accumulate the recommended physical activity (PA) minutes and make other health-related decisions, including healthy eating. Unfortunately, there is little evidence of coordinated school-based health interventions in rural Appalachia. The Greenbrier Children’s Health Opportunities Involving Coordinated Efforts in Schools Project was a federally funded, 3-year, multicomponent school-based health intervention focused on PA, healthy eating, and weight management. Aims. The purpose of this study was to evaluate the impact of Greenbrier Children’s Health Opportunities Involving Coordinated Efforts in Schools on adolescent PA, dietary behaviors, and weight status. Method. Measures of PA, dietary behaviors, and body mass index were collected across 14 data points throughout the intervention (including a baseline in Year 1). Results. Participants included 4,633 randomly selected middle school students ( M = 2,289, F = 2,344) across the intervention. Baseline to Year 3 findings revealed a 12.8 percentage point increase in students achieving 60 minutes of daily PA. There were no significant differences in either dietary behavior or body mass index. Discussion. Findings provide evidence of the positive impact comprehensive school-based health interventions can have on middle school student health-related behaviors. Conclusion. Schools remain an ideal setting for health promotion. Initiatives targeting more than one level of influence on health-related behaviors are more likely to succeed.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Initial Findings of a Multicomponent School Health Intervention in Rural Appalachia: The Greenbrier CHOICES Project

et al. 2020

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Navigating History and Tradition while Creating and Designing

Jones

2020

Journal of Physical Education, Recreation & Dance

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Physical Activity Experiences of Adolescent Girls Living in a Rural Community

Zuest

2020

Women in Sport and Physical Activity Journal

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This study explored the daily life physical activity (PA) experiences of 11 adolescent girls living in a rural community in the Northwest of the United States. This qualitative study employed visual methods to explore adolescent girls’ PA experiences in their daily lives. Specifically, this study used visual diaries and photo-elicitation interviews to capture girls’ PA experiences. Data from this study revealed two distinct PA patterns among the 11 participants: casual movers and sporty girls. Casual movers have a much less structured approach to PA. They engage in a wide variety of PA types—mostly individual forms of PA and PA geared towards recreation. They describe fun, enjoyment, and task mastery as their main motivations to be physically active. Casual movers often engage in PA with family members and are compelled to be active outdoors and in their homes or neighborhoods. In contrast, all five sporty girls belong to competitive sports teams and have a more structured PA routine. They seek performance improvement and have high perceptions of physical competence. Sporty girls value being active with their teammates and receive strong support from their families in the form of encouragement, role modeling, and financial/structural assistance. Sporty girls feel confident being active in their schools’ fields, courts, and gymnasiums, but also appreciate the outdoors environment. Findings from this study support the need for schools to increase access to PA opportunities that are not focused on skill or fitness performance, thus appealing to casual movers’ approach to physical movement.

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Culturally and Geographically Relevant Content in Secondary Physical Education: Lessons from the Greenbrier CHOICES Project

Cited by 3 publications

References 22 publications

Initial Findings of a Multicomponent School Health Intervention in Rural Appalachia: The Greenbrier CHOICES Project

Initial Findings of a Multicomponent School Health Intervention in Rural Appalachia: The Greenbrier CHOICES Project

Navigating History and Tradition while Creating and Designing

Physical Activity Experiences of Adolescent Girls Living in a Rural Community

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