The Effectiveness of an After-school Sport Sampling Intervention on Urban Middle School Youth in the Midwest: Posttest-Only Study

Lightner, Joseph S.; Eighmy, Katlyn; Valleroy, Ella; Wray, Bridget; Grimes, Amanda

doi:10.2196/42265

Cited by 2 publications

(5 citation statements)

References 22 publications

(23 reference statements)

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“…The "move more, get more" intervention incorporated the affective and physical domain through step challenges using accelerometers, among others. A positive effect on physical competence was reported compared to the control group (p = 0.004) (53,55).…”

Section: Implemented As After-school Programsmentioning

confidence: 87%

“…Seven interventions were conducted as after-school programs (Table 3) (47)(48)(49)(50)(51)(52)(53)(54)(55)(56). (48)(49)(50)(51)56).…”

Section: Implemented As After-school Programsmentioning

confidence: 99%

“…3.6.2 Structure, domains, and effects in after-school programs: secondary school One intervention was developed for secondary school children (53,55). The intervention involved 116 participants, with a mean age of 13.6 years, and 39.7% female participants.…”

Section: Implemented As After-school Programsmentioning

confidence: 99%

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School-based promotion of physical literacy: a scoping review

Grauduszus,

Koch,

Wessely

et al. 2024

Front. Public Health

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IntroductionThe role of physical activity in children’s healthy development is undisputed, with school-based interventions being seen as a priority. The promotion of physical literacy (PL) seems to be promising due to its holistic approach, combining physical, cognitive, and affective domains. To develop recommendations for possible measures, we compiled existing literature on existing school-based PL interventions.MethodsFive databases (MEDLINE, Web of Science, SPORTDiscus, ERIC, and PsycInfo) were searched between July 6 and July 10, 2023, by combining the terms “physical literacy,” “school,” “program,” “workshop,” “intervention,” and “curriculum” as well as a manual search. Records were screened in a two-stage process by two independent authors using a priori criteria. Eligible studies concerned PL interventions in the school context. The included records were sorted according to school type/population, structure, content, PL domains addressed, and evaluation.ResultsIn total, 706 articles were found through the database search and an additional 28 articles through the manual search. After removing duplicates, 502 publications remained, which were screened by title and abstract, leaving 82 full texts. These were cut down to 37 articles describing 31 different programs (19 in primary schools, eight in secondary schools, one in both primary and secondary schools, and three unspecified). Most interventions were conducted during physical education classes (n = 12). All three PL domains were addressed by five interventions, while 11 interventions solely concerned the physical domain. In addition, 21 interventions evaluated their effects on PL. Most evaluations showed small to moderate but inconsistent effects on several PL-related constructs (e.g., self-efficacy, motivation, movement skills). Interventions incorporating all three domains reported positive effects on physical competence and enjoyment.DiscussionAlthough there is a growing body of data related to school-based PL promotion, their effects and practical application remains relatively underdeveloped: study designs, study quality, PL assessments, and results are heterogeneous. Corresponding research adhering to the holistic approach of PL will be crucial in clarifying the potential lifelong role of PL in promoting physical activity, increasing health and well-being and to actually enable development of recommendations for action.

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Section: Implemented As After-school Programsmentioning

confidence: 87%

“…Seven interventions were conducted as after-school programs (Table 3) (47)(48)(49)(50)(51)(52)(53)(54)(55)(56). (48)(49)(50)(51)56).…”

Section: Implemented As After-school Programsmentioning

confidence: 99%

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School-based promotion of physical literacy: a scoping review

Grauduszus,

Koch,

Wessely

et al. 2024

Front. Public Health

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“…1 Evidence suggests after-school programming that incorporates physical activity is an effective strategy to increase physical activity. 2,3 However, studies detailing costs and cost utilization of after-school programs are scare. 4 Reviews of existing literature have mixed reporting on the cost-effectiveness of school-based physical activity interventions.…”

Section: Purposementioning

confidence: 99%

“…The intervention protocol and outcomes have been published elsewhere. 3,12 All study procedures were approved by the Institutional Review Board at the University of Missouri-Kansas City (protocol: 2017528). Written informed consent was obtained by the parents or guardians of study participants.…”

Section: Interventionmentioning

confidence: 99%

Cost Utility Analysis of an After-School Sports Sampling Program

Lightner,

Valleroy,

Todd

et al. 2023

Am J Health Promot

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Purpose The purposes of this study are to describe the costs of implementing an after-school physical activity intervention in three diverse, low-resourced, schools and to understand the potential aerobic impact of this program by cost. Design We conducted a cost utilization study from an 8.5-month physical activity intervention. Setting Three diverse, low-resourced, middle schools in the Midwest; The sample (N = 178) were mostly males (52.2%), African American or Black (54.8%), and divided between 6th, 7th, and 8th grades. Method Costs were collected from contracts, invoices, payroll, and receipts. Metabolic equivalents were collected from past literature. Costs/MET-hour were calculated for the schools and entire program by dividing costs by total MET-hours engaged in physical activity. Results Costs were $2.51/MET-hour, $8.96/MET-hour, and $10.73/MET-hour for the three schools. On average, the intervention had a cost of $4.73/MET-hour. Conclusions Cost/MET-hour for the present study is comparable or lower than other school-based physical activity interventions that require additional staff time and programming outside of standard classroom activities. Scale-up of after-school programs may be one way to improve the costs of programs in both schools and districts.

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The Effectiveness of an After-school Sport Sampling Intervention on Urban Middle School Youth in the Midwest: Posttest-Only Study

Cited by 2 publications

References 22 publications

School-based promotion of physical literacy: a scoping review

School-based promotion of physical literacy: a scoping review

Cost Utility Analysis of an After-School Sports Sampling Program

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