1 / 11

Creating Active Out-of-School Physical Activity

Creating Active Out-of-School Physical Activity. Robin Schroyer PhD, MA, RD, CSSD Barbara Yager MEd, RD Erica Goode. A Brief Refresher on Background & Significance. Eaton et al., 2006. Linking Research to Practice. Parks n’ Rec. Schools. Collective Impact. Head Start. YMCA.

ralph
Download Presentation

Creating Active Out-of-School Physical Activity

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Creating Active Out-of-School Physical Activity Robin Schroyer PhD, MA, RD, CSSD Barbara Yager MEd, RD Erica Goode

  2. A Brief Refresher on Background & Significance Eaton et al., 2006

  3. Linking Research to Practice Parks n’ Rec Schools Collective Impact Head Start YMCA After school Boys n Girls Club

  4. Integrating Health Promotion Research to Practice A Motivational Curriculum Training (MCT) for Instructors in a Summer Enrichment Program: Impact on Youth Beliefs about Physical Activity

  5. Purpose and Research Questions • To explore the influence of a MCT on youth perceptions of self and task beliefs and continued interest on physical activity. • RQ1: MCT would increase a mastery goal orientation, increase expectancies and values of physical activities and promote continued interest in physical activity. • RQ2: What factors predict a mastery goal orientation.

  6. Method Participants & Procedures • Charlottesville City Summer Enrichment Program • Adult staff (N=15) • 68 Participants; (N=68; Mage=10.7, SD= .912) • 2.5 hr MCT training for (1/2) staff; other received behavioral management • Surveys given to youth participants at the beginning and end of the summer camp. Methods

  7. Surveys • Goal Orientations • Mastery goal orientations; 7 items (α = .84) • Performance goal orientations; 6 items (α = .86) • Expectancies, Values and Cost • Expectancy; 4 items (α = .82) • Values; 5 items (α = .84) • Cost; 4 items (α = .62) • Continued Interest • 4 items (α = .66)

  8. Results ANOVA • Cost was significant among the groups; (F(1,67) = 4.896, p= .03) • Unexpectedly control group decreased more than treatment • intervention: M = 3.57, SD = .09 to 3.48, SD = .8 • Control: M = 3.4, SD = .80 to M = 3.0, SD = .75 • Intervention • Cost R2 =.56, F (1,48) = 22.37, p< .001, b = .461, p <.001 • Expectancy R2 =.66, F (2,47) = 9.67, p = .003; b = .355, p = .003 • As cost and expectancy increased, mastery goal orientations decreased • Control – variables did not predict a mastery goal orientation Stepwise

  9. Practical Significance • Instructors do play a role in youth perceptions and subsequent actions to MVPA. • This was the first study in this context and has provided mechanisms to increase perceptions and subsequent behavior in MVPA and may guide future effortful interventions.

  10. Implemented Practices • Actively involved role models • Camp director present and actively involved • Include both behavior management and motivation in training • Types of games • inclusive to both genders • decreased hypercompetitive play

  11. Questions

More Related