Time spent in after-school programs (which can range from 3 to 6 PM on school days) has been identified as a critical window for the promotion of physical activity and academic enrichment. 1 This time period is typically characterized by high levels of physical inactivity and sedentary behavior 2
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Promoting Physical Activity and Executive Functions Among Children: A Cluster Randomized Controlled Trial of an After-School Program in Australia
Sanne L.C. Veldman, Rachel A. Jones, Rebecca M. Stanley, Dylan P. Cliff, Stewart A. Vella, Steven J. Howard, Anne-Maree Parrish, and Anthony D. Okely
Without The Academic Part, It Wouldn’t Be Squash”: Youth Development in an Urban Squash Program
Michael A. Hemphill and K. Andrew R. Richards
Purpose:
The purpose of this study was to examine youth development outcomes in an Urban Squash program.
Methods:
A mixed method approach to was employed to address three research questions: 1) to what extent did the Urban Squash program exhibit features of a quality OST program?; 2) what aspects of the Urban Squash program were most valued by participants and stakeholders?; and 3) how were outcomes gained within urban squash transferred into the school day. The OST Observation Instrument was employed to provide a measure of fidelity related to the implementation of quality program structures. Youth participants (N = 21) and adults (N = 13) with knowledge of the program were interviewed in a semistructured format. Qualitative inductive analysis and constant comparison methods were used to generate themes.
Results:
Systematic observations demonstrated that the program reflected a strong program design with activities that were sequenced, active, personally focused, and explicit. Within that context, four qualitative themes related to quality programming include 1) academic enrichment, 2) academic transfer, 3) relationships, and 4) personal and social responsibility.
Conclusions:
Urban Squash provided a quality program structure. Transfer from the program to the school was evident with academic enrichment and personal and social responsibility.
Inequality in Physical Activity in Organized Group Settings for Children: A Cross-Sectional Study
Ann E. Rogers, Christopher S. Wichman, Michaela A. Schenkelberg, and David A. Dzewaltowski
< .05) than academic, enrichment, and nonactive recreation sessions. Organized PA sessions had significantly lower inequality in MVPA minutes ( P < .05) than academic and academic-PA sessions for all demographic subgroups. Discussion The present study examined the influence of social structure on PA
A Protocol for a Local Community Monitoring and Feedback System for Physical Activity in Organized Group Settings for Children
Ann M. Essay, Michaela A. Schenkelberg, Mary J. Von Seggern, Marisa S. Rosen, Chelsey R. Schlechter, Richard R. Rosenkranz, and David A. Dzewaltowski
with start and stop points, called sessions, based on changes in purpose, location, and/or group participants (ie, >50% of participants change or leave). Each session was assigned a mutually exclusive code to denote purpose. Purpose codes included academic, enrichment, organized PA, free play PA
Impact of a Self-Determination Theory–Informed Training on Youth Wellness Program Staff
Shelby E. Ison, Kim C. Graber, and Kevin Andrew Richards
place over the course of 15 days in an elementary school building. Each of the program days were 8 hr in duration, during which time youth participated in seven 45-min stations: (a) Group Fitness, (b) Tchoukball, (c) Cooperative Games, (d) Free Play, (e) Lunch, (f) Nutrition, and (g) Academic Enrichment
Developing Social Justice Outcomes Through Service Learning Among Sport Management Students
Nneka Arinze, Jesse Mala, Max Klein, and Justine Evanovich
, municipal recreation centers, and community-based organizations to provide activities centered on physical activity, healthy nutrition, transferable life skill development, and academic enrichment ( Bruening, Fuller, & Percy, 2015 ). All community-based activity associated with City Sport occurs within a
Policy and Advocacy in Physical Education: Looking Back, Looking Forward
Risto Marttinen and Aaron Beighle
for is Title IV Part A. This category provides funding for student support and academic enrichment. These block grants that are provided to states must either support: well-rounded education, safe and healthy students, or effective use of technology ( SHAPE America, 2019 ). This push to get funding
A 20-Year Systematic Review of Before- and After-School Physical Activity Research (2000–2020)
Risto Marttinen, Alba Rodrigues, Oscar Nuñez-Enriquez, Erin Centeio, and Dominique Banville
build social and academic skills. As ASPs grew to serve more and more students, programs that began as academic enrichment and after-school care to support families often took a deficit model approach of “keeping kids off the streets.” Eventually, a strengths-based approach through theories like
A Self-Study of a Teaching Personal and Social Responsibility Program Coordinator
Victoria N. Shiver, Kevin Andrew Richards, Oleg A. Sinelnikov, and Matthew D. Curtner-Smith
for 2 hr on 3 days each week and included an academic enrichment component in addition to the physically active TPSR lessons that Tori coordinated. Tori and Kevin led all three sessions for the first 6 weeks of each semester. The program then paired with a PETE methods course taught at Southeastern
The Relationship Between Physical Activity and Executive Functions Among Youth in Low-Income Urban Schools in the Northeast and Southwest United States
Jesse Mala, Jennifer McGarry, Kristen E. Riley, Elaine C.-H. Lee, and Lindsay DiStefano
had a 12.3% obesity rate among 9- to 12-year-old children, which is below the national average of 14.8% ( www.cdc.gov ). Schools B and C The two schools in Connecticut (Schools B and C) were neighborhood public schools, with a traditional curriculum focusing on academic enrichment. Students in Schools
