Successful After-School Physical Activity Clubs in Urban High Schools: Perspectives of Adult Leaders and Student Participants

Garn, Alex C.; McCaughtry, Nate; Kulik, Noel; Kaseta, Michele; Maljak, Kim; Whalen, Laurel; Shen, Bo; Martin, Jeffrey J.; Fahlman, Mariane M.

doi:10.1123/jtpe:2013-0006

Cited by 15 publications

(9 citation statements)

References 20 publications

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“…Furthermore, irrespective of its influence on body fat and obesity, PA also is valuable for reasons other than weight loss or disease prevention (e.g., reduced stress, enhanced quality of life). Unexplained variance in PA, while speculative, is likely a result of other psychosocial influences (e.g., enjoyment, peer support), facilitative factors (e.g., availability of transportation home from after‐school PA programs) or lack of competing (e.g., after‐school job) activities (Garn et al., ).…”

Section: Discussionmentioning

confidence: 99%

Multidimensional Physical Self‐Concept in Underserved Urban High School Students: Predicting Physical Activity

Martin

Garn

Ferry

et al. 2016

J Appl Biobehavioral Res

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The purpose of this study was to predict physical activity (PA) using multidimensional physical self‐concept theory with underserved urban inner city youth. Eight‐hundred and sixty‐five, mostly African‐American, high school students from a large Midwest inner city participated in the current study. Using structural equation modeling, we found support for multidimensional self‐concept theory. We argue against one‐dimensional models of self‐esteem as two discrete physical self‐concepts accounted for significant variance in PA. Endurance and sport self‐concepts both contributed to predicting unique variance (15%) in PA.

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Section: Discussionmentioning

confidence: 99%

Multidimensional Physical Self‐Concept in Underserved Urban High School Students: Predicting Physical Activity

Martin

Garn

Ferry

et al. 2016

J Appl Biobehavioral Res

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“…When adolescents experience a culture of social belonging within their community, it can strengthen their personal commitment to the group, and such commitments can shape their personal goals. Garn et al (2014) note that social acceptance increases students’ commitment to their physical activity clubs and ultimately supports their personal physical activity goals.…”

Section: Resultsmentioning

confidence: 99%

“…In order to create a sense of belonging in the school, two studies recommend that the interventions espouse a long-term vision (Garn et al, 2014; Goodyear, Casey, & Kirk, 2014). Interestingly, 11 of the 14 studies in this review took place over at least a year, with several occurring over 2 years (Enright & O’Sullivan, 2010; Garn et al, 2014; Lind, 2007; Schilling, Martinek, & Carson, 2007; Simovska, 2012; Streng, 2007). Streng (2007) supports this thinking and believes that it takes time to cultivate a sense of belonging and student engagement.…”

Section: Resultsmentioning

confidence: 99%

What Can Secondary School Students Teach Educators and School Nurses About Student Engagement in Health Promotion? A Scoping Review

Beck

Reilly

2016

The Journal of School Nursing

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Student engagement represents a critical component of a comprehensive school health (CSH) approach to health promotion. Nevertheless, questions remain about its implementation. This scoping review updates the field of student engagement in health promotion. Of the 1,388 located articles, 14 qualify for inclusion in this study. An analysis reveals four themes. CSH programs that incorporate student engagement promote a sense of belonging to a community, encourage meaningful involvement, give voice to student concerns, and advance supportive relationships. This study finds a lack of research regarding student engagement in health promotion but confirms that student participation in CSH initiatives contributes to a sense of ownership. Consequently, we can infer that student ownership of health promotion takes place through their meaningful engagement and can effect social change.

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“…Previous research has identified support from school principals, physical space, and scheduling with other school activities (e.g., varsity teams) as factors that can facilitate or impede the ability to offer extra-curricular activities [ 55 , 56 ]. In addition, student hunger, after-school transportation, and other student commitments (e.g., jobs, tutoring, family) were identified in previous research as potential issues that could influence participation in extra-curricular activities [ 55 , 56 ]. Given that the current study did not assess these factors, an examination of the facilitators and barriers experienced by these three schools that made changes to recreational programming could provide a better understanding of the results.…”

Section: Discussionmentioning

confidence: 99%

A quasi-experimental examination of how school-based physical activity changes impact secondary school student moderate- to vigorous- intensity physical activity over time in the COMPASS study

Hunter

Leatherdale

Storey

et al. 2016

Int J Behav Nutr Phys Act

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BackgroundAdolescence is characterized by low moderate- to vigorous- intensity physical activity (MVPA) levels. Targeting the school setting can increase MVPA among a large proportion of adolescents. However, school-based physical activity interventions for adolescents remain largely ineffective. Therefore, the purpose of this study was to examine how naturally-occurring changes to school physical activity policy, recreational programming, public health resources, and the physical environment, impact adolescent MVPA over a 1-year period.MethodsQuasi-experimental longitudinal data from 18,777 grade 9–12 students (mean age = 15.1 ± 0.02 years), and 86 principals from 86 schools, participating in year 2 (2013–2014) and year 3 (2014–2015) of the COMPASS study (Ontario and Alberta, Canada) was used. Total MVPA over the previous week was self-reported at both time points using the COMPASS Student Questionnaire and average daily MVPA was calculated. Changes to physical activity policies, recreational programming, public health resources, and the physical environment were self-reported by school principals. Changes to the number and condition of physical activity facilities were objectively measured during school audits using the COMPASS School Environment Application. Multi-level modeling was used to examine change in student MVPA between schools that made changes and schools that did not. Models were adjusted for several student and school level confounders.ResultsOver the 1-year period, 61 of 86 schools made physical activity related changes. Of these, 9 significantly changed student MVPA. However, only 4 of 9 schools’ changes increased student MVPA, including opening the fitness centre at lunch (β = 17.2, 95 % CI: 2.6–31.7), starting an outdoor club (β = 17.8, 95 % CI:7.4–28.1), adding a bike rack (β–14.9, 95 % CI:0.7–29.1), and adding weightlifting and run/walk clubs, archery, figure skating, increased access to the sports field, and improved condition of the outdoor basketball court (β = 15.5, 95 % CI: 5.2–25.7).ConclusionsChanges such as adding or increasing access to facilities, and adding multiple recreational programs, seemed to be effective for increasing student MVPA over the 1-year period. However, given the specificity of results, a one-size fits all approach may not be effective for increasing MVPA. Instead, school principals need to consider the resources within and surrounding their school, and the interests of the students.

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Successful After-School Physical Activity Clubs in Urban High Schools: Perspectives of Adult Leaders and Student Participants

Cited by 15 publications

References 20 publications

Multidimensional Physical Self‐Concept in Underserved Urban High School Students: Predicting Physical Activity

Multidimensional Physical Self‐Concept in Underserved Urban High School Students: Predicting Physical Activity

What Can Secondary School Students Teach Educators and School Nurses About Student Engagement in Health Promotion? A Scoping Review

A quasi-experimental examination of how school-based physical activity changes impact secondary school student moderate- to vigorous- intensity physical activity over time in the COMPASS study

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