Changes in Psychosocial Factors and Physical Activity Frequency Among Third- to Eighth-Grade Girls Who Participated in a Developmentally Focused Youth Sport Program: A Preliminary Study

BACKGROUND: Despite the numerous physiological, psychological, and academic benefits of physical activity (PA), declines in PA levels among girls have been observed over the last decade. The purpose of this preliminary study was to assess the short-term changes pertaining to Girls on the Run and Girls on Track developmentally focused youth sport programs (DYS) on global self-esteem, body image, commitment to PA, and PA frequency.
METHODS: This preliminary study employed a nonexperimental, one-group, pre- and postintervention study design using a 29-item paper-and-pencil assessment tool (n = 1034).
RESULTS: Paired sample t -tests from pre- to postintervention revealed statistically significant differences in self-esteem (p < .001), body size satisfaction (p < .001), and vigorous PA frequency (p < .001). Stratification by the number of times participating in the intervention revealed the greatest changes at first participation followed with continued improvements in self-esteem (p = .013) and body size satisfaction (p < .001) for those participating in a second time. Age differences were also observed between participants ≤10 years old and 11–15 years; in that significant improvements in commitment to PA (p = .003) were observed for the older girls.
CONCLUSIONS: Findings suggest DYS programs Girls on the Run and Girls on Track may produce beneficial changes in self-esteem, body size satisfaction, PA commitment, and PA frequency. Although the findings from the current report are preliminary, they suggest that DYS programs designed exclusively for girls may provide the necessary framework to promote PA to achieve the numerous associated benefits.     

Physical Activity and Sports Team Participation: Associations With Academic Outcomes in Middle School and High School Students

BACKGROUND: Previous studies have found that higher physical activity levels are associated with greater academic achievement among students. However, it remains unclear whether associations are due to the physical activity itself or sports team participation, which may involve requirements for maintaining certain grades, for example. The purpose of this study is to examine the associations between sports team participation, physical activity, and academic outcomes in middle and high school students. METHODS: Data were drawn from Project EAT (Eating Among Teens), a survey of middle and high school students (n = 4746). Students self-reported their weekly hours of physical activity, sports team participation, and academic letter grades. Two statistical models were considered: first, 2 separate regression analyses with grade point average (GPA) as the outcome and either sports team participation or physical activity as the predictor; second, a single regression with GPA as the outcome and both sports team participation and physical activity as the simultaneous predictors. RESULTS: For high school girls, both physical activity and sports team participation were each independently associated with a higher GPA. For high school boys, only sports team participation was independently associated with a higher GPA. For middle school students, the positive association between physical activity and GPA could not be separated from the relationship between sports team participation and a higher GPA. CONCLUSIONS: Regardless of whether academic success was related to the physical activity itself or to participation on sports teams, findings indicated positive associations between physical activity involvement and academic achievement among students.     

Leisure-Time Physical Activity in Elementary Schools: Analysis of Contextual Conditions

BACKGROUND: Little is known about children's leisure-time physical activity (PA) at school and how it is associated with contextual variables. The purpose of this study was to objectively assess children's voluntary PA during 3 daily periods and examine modifiable contextual factors. METHODS: We conducted SOPLAY (System for Observing Play and Leisure Activity in Youth) observations before school, during recess, and at lunchtime in 137 targeted activity areas in 13 elementary schools over 18 months. During observations, each child was coded as Sedentary, Walking, or Vigorous, and simultaneous entries were made for area characteristics (accessibility, usability, presence of supervision, loose equipment, and organized activities). Logistic regression analysis was used to test associations between PA and area characteristics. RESULTS: Assessors made 2349 area visits and observed 36,995 children. Boys had more moderate-to-vigorous physical activity (MVPA; 66.2 vs 60.0%, p < .001) and more vigorous PA (29.8 vs 24.6%; p < .001) than girls. Areas were typically accessible and usable, but provided organized activities infrequently (16.5%). Odds of engaging in MVPA were greater during lunch and recess than before school and in areas with play equipment (p < .05). CONCLUSIONS: Children accrued a substantial amount of voluntary PA during leisure time at school. Their PA would likely be increased if school playground equipment was more readily available and if supervisors were taught to provide active games and promote PA rather than suppress it.     

Physical Activity and Healthy Eating in the After‐School Environment

BACKGROUND: No research to date has extensively described moderate and vigorous physical activity (MVPA) and healthful eating (HE) opportunities in the after‐school environment. The current study described the quality of the after‐school environment for its impact on children’s MVPA and HE. METHODS: An alliance of 7 elementary schools and Boys and Girls Clubs who worked with the Cooperative Extension Service in Lawrence, KS, was selected to participate in a larger intervention study. After‐school settings were observed for information regarding session type, session context, leader behavior, physical activity, and snack quality using validated instruments such as the System for Observing Fitness Instruction Time. Data presented are baseline measures for all sites. RESULTS: Participating children (n = 144) were primarily non‐Hispanic white (60%) and in fourth grade (69%). After‐school sites offered 4 different sessions per day (active recreation, academic time, nonactive recreation, and enrichment activities). Children were provided with a daily snack. On 36% of the days observed, this snack included fruit, fruit juice, or vegetables. There was significantly more time spent in MVPA during free play sessions (69%) compared to organized adult‐led sessions (51%). There was also significantly more discouragement of physical activity during organized adult‐led sessions (29%) as compared to the free play sessions (6%). CONCLUSIONS: The quality of after‐school programs can be improved by providing fruits and vegetables as snacks; offering more free play activities; training the after‐school staff in simple, structured games for use in a variety of indoor and outdoor settings; and training after‐school staff to promote and model MVPA and HE in and out of the after‐school setting.     

Relation of School Environment and Policy to Adolescent Physical Activity*

Background: Physical activity (PA) declines as children and adolescents age. The purpose of this study was to examine how specific school factors relate to youth PA, TV viewing, and body mass index (BMI). Methods: A sample of 12‐ to 18‐year‐old adolescents in 3 cities (N = 165, 53% females, mean age 14.6 ± 1.7 years, 44% nonwhite) completed surveys assessing days of physical education (PE) class per week, school equipment accessibility, after‐school supervised PA, and after‐school field access. Regression analyses were conducted to examine relationships between these school factors and PA at school facilities open to the public (never active vs active), overall PA level (days per week physically active for 60 minutes), BMI z score, and TV watching (hours per week). Results: Adjusting for demographics, days of PE per week and access to school fields after school were correlated with overall PA (β= 0.286, p = .002, semipartial correlation .236 and β= 0.801, p = .016, semipartial correlation .186, respectively). The association between after‐school field access and overall PA was mediated by use of publicly accessible school facilities for PA. After‐school supervised PA and school PA equipment were not associated with overall PA. In adjusted regression analyses including all school factors, days of PE remained correlated to overall PA independent of other school factors (β= 0.264, p = .007, semipartial correlation = .136). There were no associations between school factors and BMI or TV watching. Conclusions: Based on these study findings, PE is a promising intervention to address improving overall adolescent PA within the school setting.     

Associations Between School Recreational Environments and Physical Activity

Background:  School environments may promote or hinder physical activity in young people. The purpose of this research was to examine relationships between school recreational environments and adolescent physical activity.
Methods:  Using multilevel logistic regression, data from 7638 grade 6 to 10 students from 154 schools who participated in the 2005/06 Canadian Health Behaviour in School-Aged Children Survey were analyzed. Individual and cumulative effects of school policies, varsity and intramural athletics, presence and condition of fields, and condition of gymnasiums on students' self-reported physical activity (≥2 h/wk vs <2 h/wk) were examined.
Results:  Moderate gradients in physical activity were observed according to number of recreational features and opportunities. Overall, students at schools with more recreational features and opportunities reported higher rates of class-time and free-time physical activity; this was strongest among high school students. Boys' rates of class-time physical activity were 1.53 (95% confidence interval (CI) = 1.12-1.80) times as high at high schools with the most recreational features as at schools with the fewest. Similarly, girls' rates of free-time physical activity at school were 1.62 (95% CI: 0.96-2.21) times as high at high schools with the most opportunities and facilities as compared to schools with the fewest. Modest associations were observed between individual school characteristics and class-time and free-time physical activity.
Conclusions:  Taken together, the cumulative effect of school recreational features may be more important than any one characteristic individually.     

Differences in Children's Recess Physical Activity: Recess Activity of the Week Intervention

BACKGROUND: The increased prevalence in recent childhood obesity rates raises concern about youth health and the role that lack of physical activity plays in this trend. A focus on how children today choose to spend their discretionary time is one approach that may yield ideas for how to reduce childhood obesity. The purpose of the present study was to examine whether 3 separate recess activities of the week (RAWs) would make a difference in children's discretionary time physical activity levels. METHODS: Children (N = 65: 30 boys, 35 girls; 32 first and second graders; 33 third and fourth graders; 45 healthy body mass index [BMI], 20 overweight BMI) at 1 Midwest elementary school wore pedometers for each 15-minute morning recess period for 4 weeks. Following 1 no RAW (#1), a new RAW was introduced each subsequent week: #2, circuit course; #3, obstacle course; and #4, Frisbees. RESULTS: Repeated measures factorial analysis of variance results revealed that children were significantly more active during the no RAW and circuit course week than the Frisbee week. Males were significantly more physically active than females during the obstacle course week. Older children were significantly more active during the Frisbee week than younger children. Healthy BMI children were significantly more physically active during the circuit course week than children in the overweight/obese BMI category. CONCLUSIONS: Results imply that it is important for schools to consider demographic factors in the creation of recess opportunities to increase physical activity.     

Physical activity levels of overweight and nonoverweight high school students during physical education classes

Background:  This study examined physical activity (PA) levels of overweight and nonoverweight African American and Caucasian students (n = 198) during game play in physical education classes.
Methods:  Body fat percentages (%BFs) were determined using the skinfold technique and Slaughter et al prediction equations. Girls were classified as overweight if their %BF was ≥32; boys were classified as overweight if their %BF was ≥25. PA was monitored using pedometers during flag football, ultimate Frisbee, and soccer game play. Three 2 (weight classification) × 2 (gender) × 2 (race) factorial analyses of variance were conducted.
Results:  Results indicated no significant difference in steps per minute between overweight and nonoverweight students regardless of game. Males were more active than females, and Caucasians were more active than African Americans.
Conclusions:  The most important implication of the current study is that the overweight and nonoverweight students accumulated similar amounts of PA during physical education. This emphasizes the importance physical education plays in providing both overweight and nonoverweight students with opportunities for PA. For many students, it may be their only source of regular PA.     

The Association Between Socio-Ecological Factors and Having an After-School Physical Activity Program

BACKGROUND: After-school physical activity (PA) programs promote PA among youth. Few studies have used socio-ecological health models to identify barriers and facilitators of after-school PA programs. This study examined which socio-ecological factors are associated with having an after-school PA program. METHODS: A questionnaire was administered to key representatives of 114 elementary and 129 secondary schools. The association between socio-ecological factors and having an after-school PA program was analyzed at school level. RESULTS: In both types of schools more knowledge about community schools was positively associated with having an after-school PA program (odds ratio [OR] = 1.96; 95% confidence interval [CI] = 1.18-3.27; OR = 1.88; 95% CI = 1.27-2.80, respectively). In elementary schools, environmental factors associated with having an after-school PA program included PA facilities (OR = 4.98; 95% CI = 1.08-23.05), a PA working group (OR = 3.37; 95% CI = 1.02-11.10), agreements with the community (OR = 1.60; 95% CI = 1.05-2.43), shortage of human resources (OR = 0.57; 95% CI = 0.37-0.89) and lack of support from teachers (OR = 0.51; 95% CI = 0.33-0.80). In secondary schools, environmental factors included the presence of a remunerated coordinator (OR = 5.12; 95% CI = 1.38-19.10) and partnerships with "sport and PA leaders" (OR = 3.54; 95% CI = 1.01-12.41). CONCLUSION: Having an after-school PA program was associated with personal and environmental factors, which supports the use of socio-ecological frameworks for explorative and intervention studies aiming to increase after-school PA programs.     

Cardiovascular Risk Factors and Physical Activity Behavior Among Elementary School Personnel: Baseline Results from the ACTION! Worksite Wellness Program(*)

BACKGROUND: Although the prevalence of obesity is increasing during adulthood, there have been few assessments of obesity, cardiovascular risk factors, and levels of physical activity among adult elementary school staff. METHODS: Data were collected from 745 African-American and White female school personnel in a suburban school district in southeastern Louisiana as part of the baseline assessment before implementation of a program to improve eating and physical activity behaviors. Anthropometry, blood pressure, serum lipids and lipoproteins, and glucose were measured using established protocols. Physical activity was assessed by accelerometry. RESULTS: For both White and Black females, 30% were overweight (body mass index [BMI]) ≥25 kg/m(2) but <30 kg/m(2) ). Whereas 37% of White females were obese (BMI ≥ 30 kg/m(2) ), 61% of the Black females were obese. There was a positive association between BMI and other cardiovascular risk factors except for high-density lipoprotein cholesterol, where the association was negative. The mean number of minutes of daily moderate-to-vigorous physical activity was <1 minute per day and was lower for overweight and obese women than for normal weight women. CONCLUSIONS: School personnel in the study have adverse cardiovascular risk factors, including high rates of obesity and very low levels of physical activity. Because these individuals are often called upon to promote health for children, they are an important target population for wellness interventions.     

Physical activity and positive youth development: impact of a school-based program

BACKGROUND: Protective factors associated with positive youth development predict health and education outcomes. This study explored trends in these protective factors and in physical activity among low‐income students, and determined the impact of a school‐based youth development program on these trends. METHODS: This study used a quasi‐experimental time series design including data from 158 low‐income schools from 2001 to 2007. Ninety‐four schools had exposure to a school‐based program promoting physical activity and youth development through structured play; 64 schools served as controls. Primary outcomes were 5th‐grade student scores (n = 13,109) on a California statewide survey for physical activity (1–6 scale) and measures of protective factors including problem solving skills, meaningful participation in school, and caring adults (1–4 scales). Predictors were time (year) and school's number of years of exposure to the program. RESULTS: Overall, significant annual declines were seen in protective factors, including students' report of feeling safe (?0.03, 95% CI [?0.03, ?0.01]), caring adults at school (?0.03 [?0.05, ?0.02]), and problem solving skills (?0.03 [?0.04, ?0.02]). Cumulative declines over 6 years were equivalent to a drop of 1 school‐level SD. Each additional year of exposure to the program predicted greater meaningful participation (0.02 [0.001, 0.5]), problem‐solving skills (0.03 [0.0001, 0.06]), and increased physical activity (0.06 [0.01, 0.10]); exposure throughout elementary school (6 years) increased scores by 1 school‐level SD. CONCLUSIONS: Low‐income students reported a significant decline in protective factors since 2001. School partnerships with youth development programs promoting physical activity may ameliorate declines in emotional well‐being and increase physical activity.