scholarly journals SASP: A School-Based Structured After School Program to Reduce Childhood Obesity of Primary School Children in Bhutan

2020 ◽  
Keyword(s):  
Childhood Obesity ◽  
Sedentary Behavior ◽  
Strong Relationship ◽  
Primary School Children ◽  
After School ◽  
Future Research ◽  
School Program ◽  
School Based ◽  
After School Program ◽  
The Impact

Abstract:Childhood obesity has become a growing issue in Bhutan and it poses impending challenges. There are lots of preventable diseases and negative social impacts associated with obesity. Bhutan has no structured intervention in place and the increase in sedentary behavior is escalating the global epidemic. Incorporating physical activities in the school routine can bring positive outcomes since there is strong relationship amongst obesity, sedentariness and physical activity. This paper discovers that children are motivated to be obese because schools and communities do not provide platforms for children to be active. Schools need to provide a platform for children to be active and after school hours can be the best period. Hence, the paper argues and concludes that a School-based Structured Active After School Program (SASP) can reduce obesity and regulate sedentary behavior of Bhutanese children. Since programs like SASP are new to Bhutan, the paper reviews various literature from leading journals and other relevant sources that report on childhood obesity, sedentary behavior, after school programs et al. Nonetheless, Childhood obesity cannot be solved overnight. So future research is required to study the impact and advance accordingly. Nutrition related program should be included in future to improve the outcome.

Learning with ALEKS: The Impact of Students’ Attendance in a Mathematics After-School Program

2011 ◽  
pp. 435-437 ◽  
Author(s):  
Scotty D. Craig ◽  
Celia Anderson ◽  
Anna Bargagloitti ◽  
Arthur C. Graesser ◽  
Theresa Okwumabua ◽  
...  
Keyword(s):  
After School ◽  
School Program ◽  
After School Program ◽  
The Impact

The impact of a technology-based mathematics after-school program using ALEKS on student's knowledge and behaviors

2013 ◽  
Vol 68 ◽  
pp. 495-504 ◽  
Author(s):  
Scotty D. Craig ◽  
Xiangen Hu ◽  
Arthur C. Graesser ◽  
Anna E. Bargagliotti ◽  
Allan Sterbinsky ◽  
...  
Keyword(s):  
After School ◽  
School Program ◽  
After School Program ◽  
And Behaviors ◽  
The Impact

scholarly journals The Complexities of Student Engagement for Historically Marginalized Youth in an After-School Program

2021 ◽  
Vol 16 (5) ◽  
pp. 105-121
Author(s):  
Ashlee L. Sjogren ◽  
Theresa N. Melton
Keyword(s):  
After School Programs ◽  
After School ◽  
Marginalized Youth ◽  
School Program ◽  
School Based ◽  
School Programs ◽  
After School Program ◽  
Program Content ◽  
Affective Experiences ◽  
School Programming

As researchers continue to address issues of equity within educational settings, it is important to also consider the role of equity in high-quality after-school programs. Evidence suggests that families from communities with fewer resources, along with families that identify as Black or Hispanic, report less access to quality after-school programming for their youth (Afterschool Alliance, 2020). This is especially problematic, as after-school programming has been associated with a number of positive outcomes for youth. In this study, researchers highlight youth perspectives to illuminate the challenges related to engaging historically marginalized youth in a school-based after-school program. Findings suggest that youth from marginalized backgrounds typically discuss engagement in terms of behavioral and affective experiences. Further, youth identified a few barriers to engagement, including repetition of program content and disruptive behavior. As a result of these findings, researchers suggest that practitioners integrate youth perspectives, work collaboratively to develop curriculum that fosters growth, and adopt policies and training that support staff in implementing culturally appropriate discipline approaches in after-school programs.

Healthy Happy Kids: Tackling Childhood Obesity in Alabama's Largest City, One After-School Program at a Time

2011 ◽  
Vol 7 (3) ◽  
pp. 240-241
Author(s):  
Mindy Keyes Black ◽  
Joanice Thompson ◽  
Monica L. Baskin ◽  
Mona Fouad
Keyword(s):  
Childhood Obesity ◽  
After School ◽  
School Program ◽  
After School Program

scholarly journals Comparative Effectiveness of After-School Programs to Increase Physical Activity

2013 ◽  
Vol 2013 ◽  
pp. 1-8 ◽  
Author(s):  
Sabina B. Gesell ◽  
Evan C. Sommer ◽  
E. Warren Lambert ◽  
Ana Regina Vides de Andrade ◽  
Lauren Whitaker ◽  
...  
Keyword(s):  
Physical Activity ◽  
Comparative Effectiveness ◽  
Vigorous Physical Activity ◽  
After School ◽  
School Program ◽  
Activity Data ◽  
School Based ◽  
Percentage Points ◽  
After School Program ◽  
Community Recreation

Background. We conducted a comparative effectiveness analysis to evaluate the difference in the amount of physical activity children engaged in when enrolled in a physical activity-enhanced after-school program based in a community recreation center versus a standard school-based after-school program.Methods. The study was a natural experiment with 54 elementary school children attending the community ASP and 37 attending the school-based ASP. Accelerometry was used to measure physical activity. Data were collected at baseline, 6 weeks, and 12 weeks, with 91% retention.Results. At baseline, 43% of the multiethnic sample was overweight/obese, and the mean age was 7.9 years (SD = 1.7). Linear latent growth models suggested that the average difference between the two groups of children at Week 12 was 14.7 percentage points in moderate-vigorous physical activity (P<.001). Cost analysis suggested that children attending traditional school-based ASPs—at an average cost of $17.67 per day—would need an additional daily investment of $1.59 per child for 12 weeks to increase their moderate-vigorous physical activity by a model-implied 14.7 percentage points.Conclusions. A low-cost, alternative after-school program featuring adult-led physical activities in a community recreation center was associated with increased physical activity compared to standard-of-care school-based after-school program.

scholarly journals Effects of an After-School Program Focused on Physical Activity and Social–Emotional Learning

2020 ◽  
Vol 15 (6) ◽  
pp. 292-305
Author(s):  
Caitlin Olive ◽  
Bryan A. McCullick ◽  
Phillip Tomporowski ◽  
Karen Lux Gaudreault ◽  
Kelly Simonton
Keyword(s):  
Physical Activity ◽  
Character Development ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
After School ◽  
School Program ◽  
Social Emotional ◽  
The Social ◽  
After School Program ◽  
The Impact

The purpose of this study was to analyze the influence of a 4-week, physical activity-infused social–emotional and character development (SECD) intervention on students’ self-perceptions. Children (N=29) identified as “at risk” (The Great Schools Partnership, 2013) in Grades 2 through 5 who were enrolled in an after-school program participated in the study. A quasi-experimental design was used as children were placed into 2 groups at each after-school program (ASP) site. Data collection included student completion of the Social Emotional Learning Scale (SELS) prior to the intervention and the Social-Emotional Character Development Scale (SECD) pre- and post-intervention. A 2 x 2 repeated measures analysis of covariance (RM-ANCOVA) was used to evaluate main effects and interactions among the independent variables (group and time) on the dependent variable (SECDS). Several covariates were also accounted for when analyzing differences including grade, gender, and students’ baseline trait scores on the SELS. Although no statistical interactions were found, the trend in the data across the groups and grades does provide information for the impact and feasibility of this type of program. More research is needed including interventions with longer duration and studies with larger sample sizes.

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