Promoting Physical Activity With the Out of School Nutrition and Physical Activity (OSNAP) Initiative

Cradock, Angie L.; Barrett, Jessica L.; Giles, Catherine M.; Lee, Rebekka M.; Kenney, Erica L.; deBlois, Madeleine E.; Thayer, Julie C.; Gortmaker, Steven L.

doi:10.1001/jamapediatrics.2015.3406

Cited by 31 publications

(51 citation statements)

References 32 publications

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“…Yet, similar to the SPARK study [55], extension was more effective than the enhancement in increasing MVPA. Nevertheless, consistent with previous studies [55, 84], the more time allotted for existing PA opportunities during the week translates into a greater accumulation of activity than the increases observed solely from enhancements.…”

Section: Empirical Evidencesupporting

confidence: 90%

“…The clearest example was demonstrated in a recently completed group randomized controlled trial in 20 afterschool programs conducted by Craddock et al [84]. Intervention programs received a multicomponent intervention in addition to increasing the amount of time scheduled for PA opportunities by +24.8 min per day (from 37 to 61 min per day, see Fig.…”

Section: Empirical Evidencementioning

confidence: 99%

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The theory of expanded, extended, and enhanced opportunities for youth physical activity promotion

Beets

Okely

Weaver

et al. 2016

Int J Behav Nutr Phys Act

155

147

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BackgroundPhysical activity interventions targeting children and adolescents (≤18 years) often focus on complex intra- and inter-personal behavioral constructs, social-ecological frameworks, or some combination of both. Recently published meta-analytical reviews and large-scale randomized controlled trials have demonstrated that these intervention approaches have largely produced minimal or no improvements in young people’s physical activity levels.DiscussionIn this paper, we propose that the main reason for previous studies’ limited effects is that fundamental mechanisms that lead to change in youth physical activity have often been overlooked or misunderstood. Evidence from observational and experimental studies is presented to support the development of a new theory positing that the primary mechanisms of change in many youth physical activity interventions are approaches that fall into one of the following three categories: (a) the expansion of opportunities for youth to be active by the inclusion of a new occasion to be active, (b) the extension of an existing physical activity opportunity by increasing the amount of time allocated for that opportunity, and/or (c) the enhancement of existing physical activity opportunities through strategies designed to increase physical activity above routine practice. Their application and considerations for intervention design and interpretation are presented.SummaryThe utility of these mechanisms, referred to as the Theory of Expanded, Extended, and Enhanced Opportunities (TEO), is demonstrated in their parsimony, logical appeal, support with empirical evidence, and the direct and immediate application to numerous settings and contexts. The TEO offers a new way to understand youth physical activity behaviors and provides a common taxonomy by which interventionists can identify appropriate targets for interventions across different settings and contexts. We believe the formalization of the TEO concepts will propel them to the forefront in the design of future intervention studies and through their use, lead to a greater impact on youth activity behaviors than what has been demonstrated in previous studies.

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Section: Empirical Evidencesupporting

confidence: 90%

Section: Empirical Evidencementioning

confidence: 99%

The theory of expanded, extended, and enhanced opportunities for youth physical activity promotion

Beets

Okely

Weaver

et al. 2016

Int J Behav Nutr Phys Act

155

147

View full text Add to dashboard Cite

show abstract

“…As detailed in the process evaluation, [39, 40] during spring 2015 (the only year of intervention for the delayed group) 9 of the 10 delayed ASPs reduced their schedule PA opportunities to no more than 60 minutes/day and 5 of them allowed children to select a sedentary activity, such as using the computer lab, during this time. Two recent study show that extending the time allocated for PA [53] and not allowing children to select an inactive activity [54] were associated with higher levels of MVPA and less time spent sedentary in ASPs. Thus, ensuring ample time is allocated and children can only be active during this time appear to be important strategies ASPs can use to get children more active.…”

Section: Discussionmentioning

confidence: 99%

Physical activity outcomes in afterschool programs: A group randomized controlled trial

Beets

Weaver

Turner‐McGrievy

et al. 2016

Preventive Medicine

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Introduction Afterschool programs (ASPs) across the US are working towards achieving the standard of all children accumulating 30minutes of moderate-to-vigorous physical activity (MVPA) during program time. This study describes the two-year impact of an intervention designed to assist ASPs meeting the 30min/d MVPA standard. Methods Using a two-year delayed treatment, group randomized controlled trial, 20 ASPs serving ~1,700 children/year (6–12yrs) were randomized to either an immediate (n=10, baseline-2013 and 2yrs intervention fall-2013-to-spring-2015) or delayed group (n=10, baseline 2013–2014 and 1yr intervention fall-2014-to-spring-2015). The intervention, Strategies-To-Enhance-Practice (STEPs), focused on programming MVPA in the daily schedule, training of staff and leaders, and ongoing technical support/assistance. Accelerometry-derived proportion of children meeting the 30min/d MVPA standard was measured in the spring of each year. Mixed model logistic regressions were used to examine the change in the odds of achieving the MVPA standard. Analyses were conducted in 2015. Data were collected in one southeastern US state. Results Immediate boys (n=677) and delayed girls (n=658) increased the percent achieving 30min MVPA/d from 35.9% to 47.0% (odds ratio [OR]=1.88, 95%CI 1.18–3.00) and 13.1% to 19.1% (OR=1.42, 95%CI 1.03–1.96). Immediate girls (n=613) and delayed boys (n=687) exhibited a nonsignificant increase from 19.1% to 21.6% (OR=1.20, 95%CI 0.84–1.72) and 29.0% to 31.3% (OR=1.13, 95%CI 0.80–1.58). Conclusions STEPs can have an impact on children’s MVPA and time spent sedentary, yet was unable to fully achieve the goal of all children accumulating 30min MVPA/d. Additional efforts are need to identify strategies ASPs can use to meet this important public health standard.

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“…The camps’ directors were originally recruited by the Boston Public Health Commission (BPHC) to participate in a modified version of the Out of School Nutrition and Physical Activity (OSNAP) initiative. 5, 19, 20 Camps were eligible if they were located in Boston, served snacks and meals, were open Monday to Friday for July and August, provided full-day general programming, and served children from Boston in kindergarten through 5 th grade. BPHC identified seven initial potential camps for participation in the OSNAP initiative that were located in low-income neighborhoods throughout Boston.…”

Section: Methodsmentioning

confidence: 99%

What Do Children Eat in the Summer? A Direct Observation of Summer Day Camps That Serve Meals

Kenney¹,

Lee²,

Brooks³

et al. 2017

Journal of the Academy of Nutrition and Dietetics

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What do children eat in the summer? A direct observation of summer day camps that serve meals Background Over 14 million children in the United States attend summer camp annually, yet little is known about the food environment in day camps. Objectives Describe the nutritional quality of meals served to, brought by, and consumed by children attending summer day camps serving meals and snacks; describe camp water access. Design Cross-sectional study. Participants/settings One hundred forty-nine children attending five summer camps in Boston, Massachusetts in 2013. Main outcome measures Foods and beverages served were observed for five consecutive days. For two days, children’s dietary intake was directly observed using a validated protocol. Outcome measures included total energy (kcals) and servings of different types of foods and beverages served and consumed during breakfast, lunch, and snack. Statistical analyses performed Mean total energy, trans fats, sodium, sugar, and fiber served per meal were calculated across the camps, as were average weekly frequencies of serving fruits, vegetables, meat/meat alternates, grains, milk, 100% juice, sugar-sweetened beverages, whole grains, red/highly processed meats, grain-based desserts, and salty snacks. Mean consumption was calculated per camper per day. Results On average, camps served 647.7 (SD: 134.3) kcals for lunch, 401.8 kcals (149.6) for breakfast, and 266.4 (SD: 150.8) kcals for snack. Most camps served red/highly processed meats, salty snacks, and grain-based desserts frequently, and rarely served vegetables or water. Children consumed little (for example, at lunch, 36.5% of fruit portions, 35.0% of meat/meat alternative portions, and 37.6% of milk portions served), except for salty snacks (66.9% of portions) and grain-based desserts (64.1% of portions). Sugar-sweetened beverages and salty snacks were frequently brought to camp. A quarter of campers drank nothing throughout the entire camp day. Conclusions The nutritional quality of foods and beverages served at summer day camps could be improved. Future studies should assess barriers to consumption of healthy foods and beverages in these settings.

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Promoting Physical Activity With the Out of School Nutrition and Physical Activity (OSNAP) Initiative

Cited by 31 publications

References 32 publications

The theory of expanded, extended, and enhanced opportunities for youth physical activity promotion

The theory of expanded, extended, and enhanced opportunities for youth physical activity promotion

Physical activity outcomes in afterschool programs: A group randomized controlled trial

What Do Children Eat in the Summer? A Direct Observation of Summer Day Camps That Serve Meals

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