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Enhancing Youth Engagement in Physical Activity Through Motivational Curriculum Training

This study investigates the impact of a Motivational Curriculum Training (MCT) on youth perceptions of physical activity during a Summer Enrichment Program. With 68 participants, the research focused on mastering goal orientation, expectancy, and continued interest in physical activities. Results indicated that while a significant drop in perceptions occurred in the control group, those who underwent MCT showed potential for improved youth beliefs about physical activity. The findings suggest practical strategies for instructors to enhance motivation and engagement in moderate-vigorous physical activity (MVPA).

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Enhancing Youth Engagement in Physical Activity Through Motivational Curriculum Training

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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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