Engaging Community Providers to Create More Active After-School Environments: Results From the Ontario CATCH Kids Club Implementation Project

Sharpe, Erin K.; Forrester, Scott; Mandigo, James L.

doi:10.1123/jpah.8.s1.s26

Cited by 41 publications

(65 citation statements)

References 15 publications

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“…Similar findings resulted from a study conducted in Canada were it was found that by involving adult leaders in the promotion of PA the amount of time children spend performing these activities increased, as long as the leaders had the necessary competencies for instructing the children 34 .…”

Section: Discussionsupporting

confidence: 76%

Physical activity by children: an analysis based on Social Network Theory

Mota-Cervantes

González-González

Henao-Morán

et al. 2016

revsal

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Introduction: Physical inactivity is a risk factor for obesity and non-transmissible chronic diseases; this represents a burden for health services and limits the development of social capital. Objective: To identify the structure of the school and the community social network for the practice of structured and unstructured physical activity (PA) by schoolchildren. Methods: Cross-sectional study based on Social Network Theory conducted in Morelos, Mexico. A convenience sample of 33 children aged 8 to 10 years-old was selected from two public elementary schools. PA evaluations through pedometry, anthropometric assessments, and PA social network assessments (size, density, homophily, and centrality of actors) were performed. Results: The overall PA network was composed by 239 actors that were mostly peers (40.2%). The school sub-network had an average of 122 actors (87.0% children/peers and 13.0% teachers). Most children conducted PA in groups with their peers; overweight/obese children (mostly girls) lingered in the periphery of the school sub-network. The community sub-network had an average of 160 actors (55.0% parents/family members, 41.2% children/peers, and 3.8% Soccer-coaches). This sub-network, composed mostly by men (60.6%), was highly fragmented (19 sets of actors); they generally promoted unstructured "masculine" activities. The girls who did not perform structured PA and did not meet the recommended number of steps/day were in isolated and small community networks. Conclusions: School teachers are key actors in promoting structured PA. Male peers stand out as promoters of unstructured activity in the school and the community. Overweight and obese girls are a vulnerable group by having fragmented social networks. Public health interventions based in social networks should empower girls motor activity and adult women to become prestige leaders for promoting PA among children.

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Section: Discussionsupporting

confidence: 76%

Physical activity by children: an analysis based on Social Network Theory

Mota-Cervantes

González-González

Henao-Morán

et al. 2016

revsal

View full text Add to dashboard Cite

show abstract

“…10 These studies have used a variety of approaches including delivering physical activity curriculum, environmental changes driven by policy adoption and programs tailored to the cultural needs of afterschool programs but have resulted in limited success. Some studies have reported minimal increases in child activity 11-13 while other studies have reported no increase in child activity. 14,15 We hypothesize that, one reason for the limited success of these studies may be that staff are not displaying behaviors linked to child physical activity, and outlined in HEPA Standards, at a sufficient level to affect child physical activity.…”

Section: Introductionmentioning

confidence: 99%

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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“…8 This study was a natural experiment with the ASPs initiating the purchase and subsequent implementation of the CKC. Within a subsample of 34 YMCAs and 6 Boys and Girls Clubs research staff collected systematic observation data of children's physical activity using SOFIT.…”

Section: Efficacy/effectiveness Of Existing Effortsmentioning

confidence: 99%

Enhancing the Translation of Physical Activity Interventions in Afterschool Programs

Beets

2012

American Journal of Lifestyle Medicine

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Afterschool programs (3-6 PM, ASPs) represent a promising approach to promote physical activity (PA) and are positioned to make a substantial contribution to children's overall daily PA. This article synthesizes both descriptive and intervention focused efforts aimed at describing/ increasing PA within the ASP setting and outlines future directions for research. ASPs provide anywhere from 8 to 24 minutes of moderate-to-vigorous PA daily, with children accumulating between 2600 and 3200 steps per day. State and national organizations have developed policies related to PA in ASPs, but the limited available evidence indicates that ASPs are far from meeting PA policy goals. A total of 17 ASP PA intervention studies have been conducted, more than half (9/17) within ASPs that were initiated and developed by researchers. Based on the review of evidence, key strategies to increase PA include high-quality professional development training, allocating time in the ASP schedule for children to engage in sufficient amounts of PA, and tailoring the intervention to local conditions. Future directions should focus on evaluating these key strategies, conducting descriptive studies of common ASP characteristics nationally and their influence on children's PA, evaluation/ refinement of existing ASP PA curricula, cost-effectiveness of interventions, and identification of feasible PA policy goals.

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Engaging Community Providers to Create More Active After-School Environments: Results From the Ontario CATCH Kids Club Implementation Project

Abstract: This paper offers support for PA programs that focus on inclusivity and enjoyment and emphasize the important role of staff competency.

Cited by 41 publications

References 15 publications

Physical activity by children: an analysis based on Social Network Theory

Physical activity by children: an analysis based on Social Network Theory

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

Enhancing the Translation of Physical Activity Interventions in Afterschool Programs

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