The Effects of a Physical Activity Program on Children's Activity Level, Health‐related Fitness, and Self‐Esteem

e purposes of this research were to determine whether participation in a university elective instruction-al physical activity program course (IPAP) would increase the weekly physical activity level of students and resultin a signi cantly higher score on the Physical Activity Enjoyment Scale (PACES). Treatment-group participantswere enrolled in an elective IPAP course that was either sport-based (e.g., volleyball, tennis) or physical condi-tioning-based (e.g., aerobic/strength training). Control-group participants (N=180) were students from the sameuniversities who were not enrolled during that term in an IPAP course. Student responses to the Godin-ShephardLeisure-Time Physical Activity Questionnaire indicated within-group changes in pre vs. post physical activity thatwere signi cant for the treatment group, but not the control group. Results indicate participation in an IPAPcourse signi cantly increases the physical activity levels of students and also signi cantly increases the physical activ-ity enjoyment of students with the most sedentary lifestyles.

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The Effect of a Comprehensive School Physical Activity Program on Physical Activity and Health-Related Fitness in Children From Low-Income Families

Journal of Physical Activity and Health ◽

10.1123/jpah.2016-0028 ◽

2016 ◽

Vol 13 (8) ◽

pp. 888-894 ◽

Cited By ~ 33

Author(s):

Timothy A. Brusseau ◽

James Hannon ◽

Ryan Burns

Keyword(s):

Physical Activity ◽

Low Income ◽

Program Implementation ◽

Vigorous Physical Activity ◽

Comprehensive School ◽

Mean Difference ◽

Physical Activity Program ◽

Activity Program ◽

Health Related ◽

Low Income Families

Background:The purpose of this study was to examine the effect of a Comprehensive School Physical Activity Program (CSPAP) on physical activity and health-related fitness (HRF) in children from low-income families.Methods:Participants included 1390 children recruited from kindergarten through sixth grade (mean age = 8.4 ± 1.8 years). Physical activity measures were collected at baseline and at 6 weeks and 12 weeks after program implementation, and HRF measures were collected at baseline and at 12 weeks after program implementation.Results:There were significant but weak-to-moderate increases in step counts (mean difference = 603.1 steps, P < .001, d = 0.39) and moderate-to-vigorous physical activity (mean difference = 4.9 minutes, P < .001, d = 0.39) at 12 weeks compared with baseline. There were also significant but moderate increases in Progressive Aerobic Cardiovascular Endurance Run laps (mean difference = 6.5 laps, P < .001, d = 0.47) at 12 weeks compared with baseline. Generalized mixed models respectively yielded 3.02 and 2.34 greater odds that a child would achieve step count and moderate-to-vigorous physical activity standards and 2.26 greater odds that a child would achieve aerobic fitness standards at 12 weeks compared with baseline (P < .001).Conclusions:The 12-week CSPAP improved physical activity and HRF in children from low-income families; however, the magnitude of the effects was weak to moderate.

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Association of Children's After-School Activity Level and Organized Physical Activity Program Participation

Medicine & Science in Sports & Exercise ◽

10.1249/01.mss.0000385271.27821.14 ◽

2010 ◽

Vol 42 ◽

pp. 520

Author(s):

PY Cheung

Keyword(s):

Physical Activity ◽

Activity Level ◽

Physical Activity Program ◽

After School ◽

Program Participation ◽

Activity Program ◽

School Activity

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Impact of Social-Ecologic Intervention on Physical Activity Knowledge and Behaviors of Rural Students

Journal of Physical Activity and Health ◽

10.1123/jpah.2013-0080 ◽

2014 ◽

Vol 11 (8) ◽

pp. 1565-1572 ◽

Cited By ~ 3

Author(s):

Cevdet Cengiz ◽

Mustafa Levent Ince

Keyword(s):

Physical Activity ◽

Social Support ◽

Middle School ◽

Focus Group ◽

Organizational Factors ◽

Activity Level ◽

Health Related ◽

And Behaviors ◽

Experimental Group ◽

Health Related Fitness

Background:The purpose of the study was to determine the effects of a social-ecologic intervention on health-related fitness (HRF) knowledge and behaviors of students (n = 62) living in rural areas.Methods:A prepost test control group design was constructed. In addition, qualitative data were collected by focus group discussions in the experimental group. Physical activity environment of a middle school was changed based on the social-ecologic model (SEM) with a focus on intrapersonal, interpersonal, community level, organizational factors, and public policies related to physical activity behavior. Health related fitness knowledge (HRFK) test, pedometer, and perceived physical activity self-efficacy and social support questionnaires were used for data collection.Results:Experimental group had significant improvement in HRF knowledge scores, physical activity levels, and social support compared with the control school students. The focus group results also supported the quantitative findings by indicating a perceived increase in physical activity opportunities; knowledge sources; and support from others.Conclusions:This study underlines the importance and positive outcomes of SEM in improving HRF knowledge, physical activity level, and social support of students in rural middle school settings.

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