Creating Active Out-of-School Physical Activity

Robin Schroyer PhD, MA, RD, CSSD

Barbara Yager MEd, RD

Erica Goode

A Brief Refresher on Background & Significance

Does not meet recommended

levels of PA 61.5%

Meet levels of MVPA28.9%

Non-vigorous PA9.6%

Youth ages 8 - 12

Eaton et al., 2006

Collective Impact

Schools

After school

Boys n Girls Club

Head StartYMCA

Parks n’ Rec

Linking Research to Practice

Integrating Health Promotion Research to Practice

A Motivational Curriculum Training (MCT) for Instructors in a Summer Enrichment Program:

Impact on Youth Beliefs about Physical Activity

Purpose and Research Questions

To explore the influence of a MCT on youth perceptions of self and task beliefs and continued interest on physical activity.

RQ1: MCT would increase a mastery goal orientation, increase expectancies and values of physical activities and promote continued interest in physical activity.

RQ2: What factors predict a mastery goal orientation.

Method

Charlottesville City Summer Enrichment Program

Adult staff (N=15) 68 Participants; (N=68; Mage=10.7, SD= .912)

2.5 hr MCT training for (1/2) staff; other received behavioral management

Surveys given to youth participants at the beginning and end of the summer camp.

Methods

Participants & Procedures

Surveys Goal Orientations

Mastery goal orientations; 7 items (α = .84) Performance goal orientations; 6 items (α = .86)

Expectancies, Values and Cost Expectancy; 4 items (α = .82) Values; 5 items (α = .84) Cost; 4 items (α = .62)

Continued Interest 4 items (α = .66)

Results Cost was significant among the groups; (F(1,67) =

4.896, p = .03) Unexpectedly control group decreased more than

treatment intervention: M = 3.57, SD = .09 to 3.48, SD = .8 Control: M = 3.4, SD = .80 to M = 3.0, SD = .75

Intervention Cost R2 =.56, F (1,48) = 22.37, p < .001, b = .461, p <.001 Expectancy R2 =.66, F (2,47) = 9.67, p = .003; b = .355, p = .003 As cost and expectancy increased, mastery goal

orientations decreased

Control – variables did not predict a mastery goal orientation

ANOVA

Stepwise

Practical Significance

Instructors do play a role in youth perceptions and subsequent actions to MVPA.

This was the first study in this context and has provided mechanisms to increase perceptions and subsequent behavior in MVPA and may guide future effortful interventions.

Implemented Practices Actively involved role models Camp director present and actively involved Include both behavior management and motivation in

training Types of games

inclusive to both genders decreased hypercompetitive play

Questions