Formative evaluation of a motivational intervention for increasing physical activity in underserved youth

Abstract

The present study was designed to develop an innovative motivational intervention (based on SelfDetermination Theory and Social Cognitive Theory) to increase physical activity (PA) in underserved adolescents. Sixty-four adolescents (35 females, 29 males; 50% minority; 65% on reduced lunch program; ages 11-13 yr) participated in either an 8-week motivational intervention after-school (n = 32) or a typical after-school program (n = 32). The conceptual framework for the intervention targeted the social environment (perceived autonomy, perceived social support, participation, fun), cognitive mediators (perceived choice, self-efficacy, and relatedness/belongingness), and motivational orientation (intrinsic motivation, commitment, positive self-concept). Formative evaluation data was collected by staff through daily forms throughout the 8-week program and through observational data completed by independent objective observers during 2 weeks of the program. The major themes that were identified addressed theoretical concepts regarding the intervention and logistical issues in delivering the intervention. The data revealed information regarding the importance of the cognitive appropriateness of the PA and motivational activities, the environmental climate for promoting nurturing relationships, developing specific strategies for increasing intrinsic rather than extrinsic reinforcement, and developing methods for preventing social "cliques" and gender conflicts to maintain an appropriate level of support in the social climate. Themes for training staff included focusing on team building, leadership, and nurturing. This formative evaluation is being used to formalize a randomized trial to test the effects of a studentcentered motivational intervention on increasing PA in underserved 6th graders.

An overview of “The Active by Choice Today” (ACT) trial for increasing physical activity

“…During the past several years our research team has conducted a series of preliminary studies that demonstrate the feasibility of the ACT intervention [15,21,22]. Process evaluation data reveal that the program elements were acceptable to 6th grade students and promote increases in PA and participation.…”

“…In the ACT intervention elements from SDT target the social environmental during the after-school program for enhancing autonomy (choice), fun, belongingness (engagement), and competence (challenges emphasizing noncompetitive play) for PA [15]. The SCT and SDT components are integrated through participation in the strategic self-presentation component of the intervention, described in more detail below.…”

“…A formative evaluation of the theoretical elements was developed during year 1 of the ACT trial [15]. All of the theoretically-based elements of the ACT intervention are summarized into the ACT essential elements, which are listed and defined in Table 1.…”

“…The ACT intervention integrates principles from Self-Determination Theory (SDT) [12,13] and SCT Theory [14] in that it emphasizes increasing intrinsic motivation and behavioral skills for PA, respectively. The intervention specifically targets development of behavioral skills (communication, reciprocity of social support, group goal setting, and behavioral competence) for PA outside of program days and the after-school program social environment (autonomy, choice, participation, belongingness, fun, enjoyment, support) is designed to have a positive impact on cognitive mediators (self-efficacy, perceived competence) and motivational orientation (intrinsic motivation, commitment, positive self-concept) to promote long-term PA behavior [15].…”

New Perspectives on Health Disparities and Obesity Interventions in Youth

“…A culturally tailored approach to the intervention allowed adolescents to take ownership in selecting a variety of physical activities to participate in during the after-school program. The adolescents also generated positive strategies for increasing physical activity with peers and family members in their home environment (see also Wilson et al, 2006). Intervention participants showed greater increases in moderate-to-vigorous physical activity from baseline to post-treatment than the comparison group.…”