UC CalFresh Physical Activity (PA) Evaluation

1. Angie Keihner, MS UC CalFresh Physical Activity (PA) Evaluation

2. Piloting New PA Surveys • PA evaluation tools for PSE efforts • Highlighting UC CalFresh PA Results • Presentation Focus

3. Piloting New PA Surveys

4. https://uccalfresh.ucdavis.edu/evaluation/adult • Adult Physical Activity Survey

5. Administration: Pre/post survey • Use to Evaluate: Series-based DE and PSE interventions that aim to improve adult PA. • Piloting w/ Curricula: • Eating Smart, Being Active • Eat Smart, Live Strong • Eat and Play Together! • MyPlatefor My Family • Piloting w/ PSEs: Walking clubs, Bailoterapia, Zumba, etc. • Delivered w/ DE (series or workshops) • Data Entry: PEARS Program Activity module • Adult PA Survey (APAS) – continued

6. Thinking of your PA programming, how might you incorporate the Adult PA Survey? • Please type your responses into the chat box. • Activity #1: PA Evaluation Planning

7. https://uccalfresh.ucdavis.edu/evaluation/youth • Physical Activity Teacher Observation Tool

8. Administration: Retrospective survey • Use to Evaluate: Series-based direct education delivered w/ CATCH that aims to improve youth PA behaviors and opportunities. • Piloting w/ CATCH Activity Boxes: • CATCH ECE • CATCH PE K-2, 3-5, 6-8 • CATCH Kids Club K-5, 6-8 (afterschool) • Data Entry: Online Data Entry Portal (Qualtrics) • PA Teacher Observation Tool (PA TOT)– continued

9. Thinking of your PA programming, how might you incorporate the PA TOT? • Please type your responses into the chat box. • Activity #2: PA Evaluation Planning

10. https://uccalfresh.ucdavis.edu/evaluation/adult • PA Intent to Change (PA ITC)

11. Administration: Immediately following single session • Use to Evaluate: DE single sessions or workshops that aims to improve adult intentions for PA behavior. • Piloting w/ Curricula and which PA ITC to Use: • Data Entry: Online Data Entry Portal (ANR Portal) • PA Intent to Change (PA ITCs)– continued

12. If your team delivers PA focused single sessions/ workshops in English and Spanish and has interest in piloting the PA ITCs,… • Please type ‘YES’ into the chat box. • Activity #3: PA Evaluation Planning

13. Please share in your questions…

14. PA Evaluation Tools for PSE Efforts

15. https://uccalfresh.ucdavis.edu/initiatives/pa • Playground Stencil Assessment

16. https://uccalfresh.ucdavis.edu/initiatives/pa • CATCH Lesson Observation

17. If your team piloted the Stencil Assessment or CATCH Lesson Observation, can you share one valuable contribution to your program? • Please unmute to share or type into the chat box. • Activity #4: PA Evaluation Learning

18. Please share in your questions…

19. Highlighting UC CalFresh PA Results

20. Over 180 sites in 27 counties made at least one PA related PSE change reaching nearly 82,000 people • Top PSE changes for PA include improved: • Quality of structured PA (88 sites) and PE (28 sites) • Access/opportunities for structured (on site–86 sites, before/afterschool–19 sites) and unstructured PA (44 sites) • PA facilities/equipment(43 sites) • Playground stencils (30 sites) • FFY 2018 PSE Results for PA

21. FFY 2018 PEARS Program Activity Data • CATCH Delivery Results • NOTES: *4 sites with 16 classes reaching 360 students reported CATCH Kids Club Afterschool as primary curricula ‘other’ as well as CATCH - Nutrition Curricula as ‘additional curricula – other’. These are reported under CATCH Kids Club Afterschool and excluded from • CATCH - Nutrition Curricula to avoid duplication. • **4 sites with 7 classes reaching 185 students reported CATCH Activity Boxes and Nutrition Curricula as ‘additional curricula – other’. These are reported under CATCH - Activity Boxes and excluded from CATCH - Nutrition Curricula (K-5) to avoid duplication. • ***181 sites includes duplication across CATCH categories; total unique sites is 155.

22. When CATCH is delivered by educators, report CATCH DE delivery as a PEARS Program Activity. • When extenders are trained and delivering CATCH, report CATCH DE delivery as a PEARS Program Activityand also include as a PSE Site Activity. • Lesson Learned: Reporting CATCH in PEARS

23. Evaluation Methods • Tool: Playground Stencil Assessment • Two Components: (1) environmental scan and (2) teacher interviews/surveys • Administration: Collected by educators during outdoor play times before and after painting the stencils • Sample: 9 (60%) of 15 new stencil sites used assessment • Sites: 6 preschools and 3 elementary schools • Counties: Alameda, Kern, Tehama, Shasta, El Dorado, and Glenn • FFY 2017 Stencil Evaluation Methods

24. Improved Environments • 68 new stencils painted reaching nearly 1000 students • Top Types: Hopscotch, ponds w/plants/animals, movement words, and fruit/veggies • Improved Student Behaviors • 23% more students were actively playing • 31% more students were playing in the stencil areas • 23% fewer students were sitting down, not walking or very inactive • Teaching Practices Support Student Physical Activity • 88% encourage students to be physically active • 86% participate in PA with students using playground stencils • 76% facilitate PA for students using playground stencils • 62% use playground stencils to infuse PA into school day • 77% use playground to teach academic concepts through movement • FFY 2017 Stencil Evaluation Results

25. Use the assessment to capture outcomes • See TIP SHEET for Implementing the Playground Stencil Assessment • Includes guidance on how to conduct student counts to ensure consistent reporting • Survey the SAME teachers at pre and post • Only submit matched pre/post surveys • Teachers want training/resources to support stencil use • Good News! • Provide CATCH training to teachers who observe outdoor play times • Developing online portal to expedite results summaries and support PEARS reporting • Lessons Learned: Stencil Pilot Findings

26. Please share in your questions…

27. Thank you! In you have questions, please contact: Angie Keihner, MS akeihner@ucdavis.edu • (530) 752-8813