Effect of an After-School Intervention on Increases in Children’s Physical Activity

Gortmaker, Steven L.; Lee, Rebekka M.; Mozaffarian, Rebecca S.; Sobol, Arthur M.; Nelson, Toben F.; Roth, Barbara A.; Wiecha, Jean

doi:10.1249/mss.0b013e3182300128

Cited by 85 publications

(101 citation statements)

References 26 publications

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“…Previous studies 3,4,18,19 have demonstrated that working with program leaders to develop schedules that provide opportunities for children to be active and providing staff with training to promote PA are important strategies for getting children more active and therefore should be primary components of any approach to achieve the MVPA standard in ASPs. A recent study 20 of MVPA levels in non-YMCA-operated ASPs found that whether a program scheduled 60 minutes or greater than 100 minutes of opportunities was inconsequential to children's accumulation of MVPA.…”

Section: Discussionmentioning

confidence: 99%

Are We There Yet? Compliance with Physical Activity Standards in YMCA Afterschool Programs

et al. 2016

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Background: In 2011, the YMCA of the United States adopted physical activity standards for all their afterschool programs (ASPs), which call for children to accumulate 30 minutes of moderate-to-vigorous physical activity (MVPA) while attending YMCA ASPs. The extent to which youth attending YMCA ASPs achieve this standard is unknown.Methods: Using a cluster-stratified design, 20 ASPs were sampled from all YMCA-operated ASPs across South Carolina (N = 102). ASPs were visited on four unannounced, nonconsecutive weekdays. Accelerometer-derived minutes spent in MVPA were dichotomized to ‡30 min/d of MVPA and <30 min/d of MVPA. Program characteristics were measured through document review and direct observation and compared to MVPA levels using random-effects quantile regression.Results: Boys (n = 607) and girls (n = 475) accumulated a median of 25.3 and 17.1 min/d of MVPA, respectively, which translated into 33% (range 6.2%-67.3%) and 17% (0%-42.6%) achieving the 30 min/d of MVPA standard, respectively. Increase in time scheduled for activity (10.7-11.7 min/d of MVPA), limited sedentary choices during activity time (6.9-8.9 min/d of MVPA), and staff activity-promotion training (4.8-7.9 min/d of MVPA) were associated with higher accumulated minutes of MVPA for boys and girls. Program revenue, percent activity structure that was for free play, and indoor/outdoor space were inconsistently related to meeting the MVPA standard.Conclusions: Modifiable programmatic structures were associated with higher amounts of MVPA. These findings suggest that simple programmatic changes could help ASPs to achieve the MVPA standard, regardless of infrastructure or finances.

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Section: Discussionmentioning

confidence: 99%

Are We There Yet? Compliance with Physical Activity Standards in YMCA Afterschool Programs

et al. 2016

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“…Recently, ASPs have been identified as ideal settings where children (aged 5-14 years) can accumulate a significant portion of their total daily recommended level of MVPA (moderate-to-vigorous physical activity). Recent studies have found that interventions to modify practices at ASPs can increase children's PA [24][25][26][27][28][29][30]. Unfortunately, many ASPs have not been able to provide adequate PA opportunities for children.…”

Section: Physical Activity In Afterschool Programsmentioning

confidence: 99%

“…Recently, ASPs have been identified as possible settings in which physical inactivity and childhood obesity can be combated [30]. According to the recommendations, ASPs should provide children with at least 30 minutes of organized PA for every 3 hours of program time [29]. Unfortunately, ASPs have not been able to provide adequate PA opportunities for children.…”

Section: Physical Activity In Afterschool Programsmentioning

confidence: 99%

Active Science®: A Review of Physical Activity Promotion and Science Learning

Finn¹

2017

J Behav Health

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Background: Schools, afterschool programs (ASPs), and outdoor environment have been identified as ideal settings to increase physical activity (PA) levels and improve academic performance of children. The purpose of this review study is to assess the effectiveness of the Active Science program in promoting PA and science learning in a variety of settings including in school, afterschool, and the outdoors. Methods: Active Science encompasses PA within exploratory-type educational experiences to create "active education" environments. This approach of using PA as a component of academics is not unique to Active Science, and others have successfully demonstrated beneficial effects on activity and academics. This study reviewed the results of the Active Science program in three different settings, in school, afterschool, and an outdoor education environment. Results: Regardless of the setting, the results supported that children had significantly higher PA levels and improved science scores when they participated in Active Science. Conclusion:The Active Science approach is one way to get students physically active while promoting science learning during the school day, ASPs, and outdoor education environments.

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“…14,15 Similar curricular, policy, and environmental changes were implemented in afterschool programs. 16,17 Complementing these activities, students in schools and afterschool programs designed promotional materials-through video, posters, and songto reflect their interpretation of the target behaviors. Finally, community-level components of MA-CORD included policy change (e.g., Safe Routes to School), improvements in the food, beverage, and PA environments achieved through activities led by a local coalition in each community (e.g., working with local restaurants and grocery stores to improve the selection of fruits and vegetables) and the coordination of messaging systems designed to provide cross-sector support for the sector-specific programs.…”

Section: Ma-cord Interventions and The Participating Communitiesmentioning

confidence: 99%

Evaluation Overview for the Massachusetts Childhood Obesity Research Demonstration (MA-CORD) Project

Davison

Falbe²,

Taveras³

et al. 2015

Childhood Obesity

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Effect of an After-School Intervention on Increases in Children’s Physical Activity

Abstract: Results indicate significant increases in daily physical activity among children in intervention versus control sites. This study documents the effectiveness of an environmental change approach in an applied setting.

Cited by 85 publications

References 26 publications

Are We There Yet? Compliance with Physical Activity Standards in YMCA Afterschool Programs

Are We There Yet? Compliance with Physical Activity Standards in YMCA Afterschool Programs

Active Science®: A Review of Physical Activity Promotion and Science Learning

Evaluation Overview for the Massachusetts Childhood Obesity Research Demonstration (MA-CORD) Project

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