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Creating Active Out-of-School Physical Activity

Creating Active Out-of-School Physical Activity. Robin Schroyer PhD, MA, RD, CSSD Barbara Yager MEd, RD Erica Goode. A Brief Refresher on Background & Significance. Eaton et al., 2006. Linking Research to Practice. Parks n’ Rec. Schools. Collective Impact. Head Start. YMCA.

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Creating Active Out-of-School Physical Activity

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  1. Creating Active Out-of-School Physical Activity Robin Schroyer PhD, MA, RD, CSSD Barbara Yager MEd, RD Erica Goode

  2. A Brief Refresher on Background & Significance Eaton et al., 2006

  3. Linking Research to Practice Parks n’ Rec Schools Collective Impact Head Start YMCA After school Boys n Girls Club

  4. Integrating Health Promotion Research to Practice A Motivational Curriculum Training (MCT) for Instructors in a Summer Enrichment Program: Impact on Youth Beliefs about Physical Activity

  5. Purpose and Research Questions • To explore the influence of a MCT on youth perceptions of self and task beliefs and continued interest on physical activity. • RQ1: MCT would increase a mastery goal orientation, increase expectancies and values of physical activities and promote continued interest in physical activity. • RQ2: What factors predict a mastery goal orientation.

  6. Method Participants & Procedures • Charlottesville City Summer Enrichment Program • Adult staff (N=15) • 68 Participants; (N=68; Mage=10.7, SD= .912) • 2.5 hr MCT training for (1/2) staff; other received behavioral management • Surveys given to youth participants at the beginning and end of the summer camp. Methods

  7. Surveys • Goal Orientations • Mastery goal orientations; 7 items (α = .84) • Performance goal orientations; 6 items (α = .86) • Expectancies, Values and Cost • Expectancy; 4 items (α = .82) • Values; 5 items (α = .84) • Cost; 4 items (α = .62) • Continued Interest • 4 items (α = .66)

  8. Results ANOVA • Cost was significant among the groups; (F(1,67) = 4.896, p= .03) • Unexpectedly control group decreased more than treatment • intervention: M = 3.57, SD = .09 to 3.48, SD = .8 • Control: M = 3.4, SD = .80 to M = 3.0, SD = .75 • Intervention • Cost R2 =.56, F (1,48) = 22.37, p< .001, b = .461, p <.001 • Expectancy R2 =.66, F (2,47) = 9.67, p = .003; b = .355, p = .003 • As cost and expectancy increased, mastery goal orientations decreased • Control – variables did not predict a mastery goal orientation Stepwise

  9. Practical Significance • Instructors do play a role in youth perceptions and subsequent actions to MVPA. • This was the first study in this context and has provided mechanisms to increase perceptions and subsequent behavior in MVPA and may guide future effortful interventions.

  10. Implemented Practices • Actively involved role models • Camp director present and actively involved • Include both behavior management and motivation in training • Types of games • inclusive to both genders • decreased hypercompetitive play

  11. Questions

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