Physical Activity Among African American and Latino Middle School Girls: Consistent Beliefs, Expectations, and Experiences Across Two Sites

Background:Proximity to routine destinations is an important correlate of physical activity. We examined the association between distance from school and physical activity in adolescent girls.Methods:We mapped the addresses of 1554 sixth-grade girls who participated in the Trial of Activity for Adolescent Girls (TAAG) Study and calculated the shortest distance from home to school along the street network. Using a hierarchical design we examined the association between MET-weighted moderate to vigorous physical activity (MW- MVPA) and distance to school, while controlling for potential confounders.Results:Distance to school was inversely associated with weekday MW- MVPA for middle school girls. For every mile the girls lived from their schools, they engaged in an average of 13 fewer MET-weighted minutes per week.Conclusions:Distance to school is inversely associated with MW-MVPA. The most adversely affected girls lived more than 5 miles from school. Time spent commuting could explain reduced time for physical activity.

Download Full-text

Compensation or displacement of physical activity in middle-school girls: the Trial of Activity for Adolescent Girls

Yearbook of Sports Medicine ◽

10.1016/s0162-0908(10)79768-3 ◽

2011 ◽

Vol 2011 ◽

pp. 113-115

Author(s):

R.J. Shephard

Keyword(s):

Physical Activity ◽

Middle School ◽

Adolescent Girls ◽

Middle School Girls ◽

School Girls

Download Full-text

Dose Response Effect Of Physical Activity And Behavioral Regulation Measures On The Science Achievement Of At-risk Middle School Girls

Medicine & Science in Sports & Exercise ◽

10.1249/01.mss.0000517419.87856.20 ◽

2017 ◽

Vol 49 (5S) ◽

pp. 210

Author(s):

Jennifer A. Gatz ◽

Angela M. Kelly

Keyword(s):

Physical Activity ◽

Middle School ◽

At Risk ◽

Dose Response ◽

Science Achievement ◽

Behavioral Regulation ◽

Middle School Girls ◽

Response Effect ◽

School Girls ◽

Dose Response Effect

Download Full-text

Minecraft Server Project

Advances in Educational Marketing, Administration, and Leadership - Moving Students of Color from Consumers to Producers of Technology ◽

10.4018/978-1-5225-2005-4.ch010 ◽

2017 ◽

pp. 197-219

Author(s):

Ugochi Acholonu ◽

Jessa Dickinson ◽

Dominic Amato ◽

Nichole Pinkard

Keyword(s):

Middle School ◽

African American ◽

Learning Environment ◽

Blended Learning ◽

Computer Science ◽

Geographic Distribution ◽

Learning Opportunities ◽

Middle School Girls ◽

Design Recommendations ◽

School Girls

Opportunities to participate in computing-related informal programs are limited in terms of quantity and geographic distribution. This limitation is due, in part, to the dearth of adults who have the expertise to mentor youth on computational concepts. This chapter introduces the Digital Youth Network Minecraft Server Project, which aims to reduce the barriers to for non-expert adults to be able to provide informal, computing-related learning opportunities to diverse youth. Using Minecraft, an online multiplayer game, the authors investigate a blended approach to mentorship that diversifies who can lead informal computing opportunities. This study examines learner-mentor interactions in a Synchronous Blended Learning Environment (SBLE) focused on engaging African American and Latina middle school girls in computer science. The chapter concludes with design recommendations for SBLEs to better support the needs of mentors facilitating computing opportunities for African American and Latina middle-school girls.

Download Full-text

Exploring African American Middle-School Girls' Perceptions of Themselves as Game Designers

Advances in Educational Marketing, Administration, and Leadership - Moving Students of Color from Consumers to Producers of Technology ◽

10.4018/978-1-5225-2005-4.ch003 ◽

2017 ◽

pp. 49-61 ◽

Cited By ~ 2

Author(s):

Jakita O. Thomas ◽

Rachelle Minor ◽

O. Carlette Odemwingie

Keyword(s):

Middle School ◽

African American ◽

Game Design ◽

Middle School Girls ◽

Design Cycle ◽

School Girls ◽

Algorithmic Thinking

Computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. Supporting Computational Algorithmic Thinking (SCAT) is a longitudinal project that explores the development of CAT capabilities by guiding African American middle-school girls through the iterative game design cycle, resulting in a set of complex games around broad themes. This paper explores African American middle-school girls' (called SCAT Scholars) perspectives of their SCAT experience and perceptions of themselves as game designers.

Download Full-text

Minecraft Server Project

Online Course Management ◽

10.4018/978-1-5225-5472-1.ch042 ◽

2018 ◽

pp. 818-836

Author(s):

Ugochi Acholonu ◽

Jessa Dickinson ◽

Dominic Amato ◽

Nichole Pinkard

Keyword(s):

Middle School ◽

African American ◽

Learning Environment ◽

Blended Learning ◽

Computer Science ◽

Geographic Distribution ◽

Learning Opportunities ◽

Middle School Girls ◽

Design Recommendations ◽

School Girls

Opportunities to participate in computing-related informal programs are limited in terms of quantity and geographic distribution. This limitation is due, in part, to the dearth of adults who have the expertise to mentor youth on computational concepts. This chapter introduces the Digital Youth Network Minecraft Server Project, which aims to reduce the barriers to for non-expert adults to be able to provide informal, computing-related learning opportunities to diverse youth. Using Minecraft, an online multiplayer game, the authors investigate a blended approach to mentorship that diversifies who can lead informal computing opportunities. This study examines learner-mentor interactions in a Synchronous Blended Learning Environment (SBLE) focused on engaging African American and Latina middle school girls in computer science. The chapter concludes with design recommendations for SBLEs to better support the needs of mentors facilitating computing opportunities for African American and Latina middle-school girls.

Download Full-text

Promoting Physical Activity in Middle School Girls

American Journal of Preventive Medicine ◽

10.1016/j.amepre.2007.11.018 ◽

2008 ◽

Vol 34 (3) ◽

pp. 173-184 ◽

Cited By ~ 189

Author(s):

Larry S. Webber ◽

Diane J. Catellier ◽

Leslie A. Lytle ◽

David M. Murray ◽

Charlotte A. Pratt ◽

...

Keyword(s):

Physical Activity ◽

Middle School ◽

Middle School Girls ◽

School Girls

Download Full-text

A Path Analysis to Identify the Psychosocial Factors Influencing Physical Activity and Bone Health in Middle-School Girls

Journal of Physical Activity and Health ◽

10.1123/jpah.6.5.606 ◽

2009 ◽

Vol 6 (5) ◽

pp. 606-616 ◽

Cited By ~ 11

Author(s):

Shreela V. Sharma ◽

Deanna M. Hoelscher ◽

Steven H. Kelder ◽

Pamela M. Diamond ◽

R. Sue Day ◽

...

Keyword(s):

Physical Activity ◽

Middle School ◽

Psychosocial Factors ◽

Bone Health ◽

Physical Activity Intervention ◽

Structural Equations ◽

Middle School Girls ◽

Sports Teams ◽

Effective Interventions ◽

School Girls

Background:The purpose of this study was to identify pathways used by psychosocial factors to influence physical activity and bone health in middle-school girls.Methods:Baseline data from the Incorporating More Physical Activity and Calcium in Teens (IMPACT) study collected in 2001 to 2003 were used. IMPACT was a 1 1/2 years nutrition and physical activity intervention study designed to improve bone density in 717 middle-school girls in Texas. Structural Equations Modeling was used to examine the interrelationships and identify the direct and indirect pathways used by various psychosocial and environmental factors to influence physical activity and bone health.Results:Results show that physical activity self-efficacy and social support (friend, family engagement, and encouragement in physical activity) had a significant direct and indirect influence on physical activity with participation in sports teams as the mediator. Participation in sports teams had a direct effect on both physical activity (β= 0.20, P < .05) and bone health and (β=0.13, P < .05).Conclusion:The current study identified several direct and indirect pathways that psychosocial factors use to influence physical activity and bone health among adolescent girls. These findings are critical for the development of effective interventions for promoting bone health in this population.

Download Full-text