scholarly journals Stereotypical Views of Beauty and Boys STILL Not Letting Girls Play: A Student-Centered Curriculum for Young Girls Through an After-School Activist Approach

2020 ◽  
pp. 1-8
Author(s):  
Risto Marttinen ◽  
Brianna Meza ◽  
Sara B. Flory
Keyword(s):  
Physical Activity ◽  
Role Models ◽  
Sixth Grade ◽  
After School ◽  
Student Centered ◽  
Media Messages ◽  
Urban Elementary School ◽  
After School Program ◽  
Field Notes ◽  
Member Checks

Purpose: The purpose of this study was to explore how a student-centered curriculum engaged participants in critical analysis of the “female ideal” and to identify perceived barriers to physical activity. Method: Participants were nine fifth and sixth grade Hispanic/Latina or mixed race girls, and two researchers at an urban elementary school in Southern California. Participants met one to two times per week in an after-school program. Data sources included researcher and participant journals, field notes, and semistructured interviews. Trustworthiness and credibility were established through prolonged engagement, member checks, and peer reviewer. Results: Two themes permeated the data. The first theme involved boys acting as a barrier to physical activity. The second theme involved alignment with the ideal female body. Discussion: This study highlights how boys still act as barriers to girls’ physical activity in many school settings, but also identifies how role models for girls have increased girls’ ability to critically examine media messages.

Latina Elementary School Girls’ Experiences in an Urban After-School Physical Education and Literacy Program

2020 ◽  
pp. 1-10
Author(s):  
Risto Marttinen ◽  
Mara Simon ◽  
Sharon Phillips ◽  
Ray N. Fredrick
Keyword(s):  
Physical Activity ◽  
Low Income ◽  
Role Models ◽  
Critical Role ◽  
Literacy Program ◽  
After School ◽  
Educational Approach ◽  
Community Spaces ◽  
The Impact ◽  
Latina Girls

Purpose: To understand where and how Latina girls are physically active outside of the Reflective Educational Approach to Character and Health program and the impact of female role models on participation in the program. Methods: The authors implemented a yearlong after-school physical activity and literacy program for fifth and sixth grade girls (N = 22 girls) in a low-income, urban community. Four university students/coaches delivered all sessions. Data were triangulated through 10 Latina girls’ interviews, student journals, coaches’ journals, researcher journals, and field notes, and analyzed using constant comparison. Results: Girls participated in leisure-time physical activities with family in community spaces, in spite of social and cultural barriers. Female coaches facilitated girls’ increased engagement by acting as strong role models and fostering caring relationships. Conclusion: After-school programs, community spaces, and strong connections with coaches play a critical role in students’ engagement in physical activity.

A Conceptual Model for Training After-School Program Staffers to Promote Physical Activity and Nutrition

2012 ◽  
Vol 82 (4) ◽  
pp. 186-195 ◽  
Author(s):  
Robert Glenn Weaver ◽  
Michael W. Beets ◽  
Collin Webster ◽  
Aaron Beighle ◽  
Jennifer Huberty
Keyword(s):  
Physical Activity ◽  
Conceptual Model ◽  
After School ◽  
School Program ◽  
After School Program

“Until I’m Just Too Old to Turn the Pedals”: Exploring Motivational Characteristics of Participants in a High School Mountain Bike Program

2020 ◽  
Vol 12 (4) ◽  
Author(s):  
Kent Griffin ◽  
Karen Meaney ◽  
Anthony Deringer
Keyword(s):  
Self Determination Theory ◽  
Self Determination ◽  
After School ◽  
Mountain Bike ◽  
Focus Group Interviews ◽  
After School Program ◽  
Field Notes ◽  
Group Interviews ◽  
The Individual ◽  
Program Data

Self-determination theory (SDT) (Ryan & Deci, 2000) suggests that when a person is motivated they likely experience a sense of autonomy, competence, and relatedness. It is important to understand how these constructs relate to physical activity and sport if we are to persist in our notion that these pursuits can positively impact the holistic development of youth (Camiré, Trudel, & Forneris, 2013; Frankl, 2007). Thus, the purpose of this investigation is to examine the motivational characteristics of adolescents participating in an after-school mountain bike program. Data were analyzed via field notes, interviews and focus groups. Content analysis of the individual and focus group interviews along with field notes revealed that the mountain bike sport environment served to foster motivational characteristics as is described in SDT.Based on this investigation, students who participated in the after-school program (n=28) reported a sense of autonomy, competence and relatedness.

After-School Program Impact on Physical Activity and Fitness

2009 ◽  
Vol 36 (6) ◽  
pp. 527-537 ◽  
Author(s):  
Michael W. Beets ◽  
Aaron Beighle ◽  
Heather E. Erwin ◽  
Jennifer L. Huberty
Keyword(s):  
Physical Activity ◽  
After School ◽  
School Program ◽  
Program Impact ◽  
After School Program

scholarly journals A brief staff training to increase children’s physical activity during an after-school program: Preliminary effectiveness and potential for dissemination

2021 ◽  
Vol 1 (2) ◽  
pp. 74-83
Author(s):  
Emily Mailey ◽  
Jerica Garcia ◽  
Richard Rosenkranz
Keyword(s):  
Physical Activity ◽  
Staff Training ◽  
Self Efficacy ◽  
After School ◽  
Training Intervention ◽  
Intervention Site ◽  
School Program ◽  
Training Requirements ◽  
Activity Promotion ◽  
After School Program

This two-part study aimed to first evaluate the preliminary effectiveness of a brief staff training intervention to promote physical activity among children attending an after-school program, and then to determine the feasibility of delivering the training to a larger number of sites. Two Boys and Girls Club after-school sites (intervention, control) participated in study 1. Accelerometer-measured physical activity of children and directly observed staff behaviors were assessed at each site in February and May 2019. Following baseline data collection, staff at the intervention site attended a brief physical activity promotion training, which emphasized expanding the quantity and enhancing the quality of physical activity opportunities. For study 2, the training was delivered to all staff, and they completed pre- and post-training measures of self-efficacy and intention to implement strategies to promote physical activity. In study 1, children at the intervention site decreased sedentary time by 14.8 min/day, and increased light and moderate-to-vigorous physical activity by 7.8 and 7.0 min/day, respectively, relative to the control site. Instances of staff encouragement significantly increased at the intervention site. In study 2, staff reported significant improvements in self-efficacy and intention immediately following the training. These studies provide preliminary evidence that a brief staff training intervention may increase physical activity among children attending an after-school program, and that the intervention can be integrated into existing training requirements. Future research is needed to replicate these findings across a wider range of after-school programs, and to explore systematic approaches to offering sustainable physical activity training regularly at scale.

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