Article

Long-term effects of a physical activity intervention in high school girls

Department of Exercise Science, University of South Carolina, Columbia, South Carolina, United States
American Journal of Preventive Medicine (Impact Factor: 4.28). 11/2007; 33(4):276-80. DOI: 10.1016/j.amepre.2007.06.005
Source: PubMed

ABSTRACT Physical activity (PA) decreases during childhood and adolescence, and PA levels are significantly lower in females than males, particularly during adolescence. Schools are attractive settings in which to implement interventions designed to promote PA in girls and young women, but few studies have tested the sustained effects of such interventions.
Cross-sectional. Data were collected in 2002-2003 and analyzed in 2006-2007.
1594 adolescent girls in 22 high schools.
The intervention, Lifestyle Education for Activity Program (LEAP), was designed to increase physical activity in 9th-grade girls through two channels: changes in instructional practices and changes in the school environment. This study (LEAP 2) examined the extent to which effects of the intervention were maintained when the girls were in the 12th grade.
Number of 30-minute blocks per day of vigorous physical activity.
Girls in the intervention schools that most fully implemented and maintained the intervention were more likely than girls in the other schools to participate in an average of one or more blocks of vigorous physical activity per day (p=0.04, odds ratio=1.49, 95% confidence interval=1.01-2.20).
A comprehensive physical activity intervention that is fully implemented and maintained can increase participation in vigorous physical activity by high school girls.

0 Followers
 · 
97 Views
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: This study reports the effects of a structural intervention, ENRICH (Environmental Interventions in Children's Homes) which targeted the physical and social environment within residential children's homes (RCHs) to increase physical activity (PA) among residents (n=799). Participating RCHs (n=29) were randomized to Early (n=17) or Delayed (n=12) groups from 2004 to 2006 and 2006 to 2008, respectively. Children's PA was measured at three time periods (2004, 2006, 2008). Intent-to-treat analysis revealed no intervention impact on PA. Subsequent analyses used process evaluation data to group organizations into high and low PA-promoting RCHs to compare PA level, controlling for assignment to condition. Organizations with high PA-promoting environments were found to have more active youth. Utility of a comprehensive implementation monitoring plan and the need for formative assessment of organizational capacity is discussed.
    Evaluation and Program Planning 06/2014; 46C:72-79. DOI:10.1016/j.evalprogplan.2014.05.011 · 0.90 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: This paper is based on a three-year research programme, the overall purpose of which was to develop, implement and evaluate sport-based after-school programmes for students in low-income areas of Edmonton, Alberta, Canada. In addition to presenting the results of this study, the other purpose of this paper was to provide an empirical example of participatory action research, depicting when and how community partners were engaged in the research process. Following several years of initial work in low-income communities, a need to create sport-based after-school programming was identified. The first action phase involved the creation and delivery of a multi-sport programme in two schools. Semi-structured interviews were conducted with 28 children and two teachers to evaluate programme content and benefits. Inductive analysis revealed that the programme provided children with new opportunities and helped them to learn social and personal life skills. In the second action phase, a revised programme was delivered to 35 children. Fourteen children and three teachers participated in interviews to share their views on programme content, benefits and challenges. There were difficulties relating to the children’s skill level, behaviour and listening during the early stages of the programme. Nonetheless, by the end of the programme, children reported that they enjoyed activities based on creating optimal challenges and ‘adventures’ which engaged their imaginations. Children also learned fundamental movement, sport and life skills, some of which transferred to other areas of their lives.
    06/2013; 5(3):332-355. DOI:10.1080/2159676X.2013.809377
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Objectives: This report describes a one‐year study entitled Girls’ Perspectives on Girls’ Groups and Healthy Living, designed to capture the perspectives of girls on what they get from girls’ groups and to compare what they say with known promising practices in sex/gender specific health promotion, as identified by the literature. The objectives of the study were to: 1. Identify best practices in health promotion with girls, which address healthy living issues such as prevention of tobacco uptake, obesity, physical inactivity and dating violence 2. Describe the elements of girls’ empowerment models and to gather the perspectives of girls on the benefits of these groups and how/if the groups help them achieve healthy living goals. 3. Begin to articulate how girls' groups build on and extend effective practices in promoting healthy living and how they might offer a model for gender‐specific health promotion Methods: We conducted a mix‐methods study, which included: a scan of academic literature on promising practices in sex/gender specific health promotion programming; a scan of web‐based grey literature on girls groups, and manuals on implementing girlcentred groups; seven focus groups with girls ages 13‐15 who participate in girls’ groups affiliated with the Girls Action Foundation; individual interviews with girls ages 16‐18 who were former participants in a girls' group at a younger age and/or were peer facilitators or mentors with younger girls; individual interviews with facilitators of girls' groups; and, broad‐based responses generated from an online discussion question posted on the KickAction.ca website, hosted by the Girls Action Foundation. Nine best practices themes were developed through a review of the literature. All focus group and interview data was transcribed and analyzed by the co‐investigators using NVivo qualitative data software. Findings: Nine promising practices in health promotion with girls were identified. These health promotion approaches are: (1) Skill building (e.g., skills such as conflict resolution, critical thinking) (2) Gender‐specific (i.e., girl‐focused/girls‐only groups) (3) Participatory, girl‐driven (4) Enhancing social connections (5) Build self‐esteem (6) Multi‐component/faceted (7) Culturally safe/appropriate (8) Strengths‐based/assetbased (9) Empowerment‐oriented/voice‐centred. Analysis of focus group and interview data revealed a number of themes which were later compared and further analyzed in relation to the identified promising practices. Improvement in self‐esteem was one of the most prevalent themes that emerged during focus groups with girls. Enhanced selfesteem was connected with improved decision‐making and ability to resist social pressures to engage in risky health behaviours such as drinking and smoking. Girls in all focus groups discussed the benefits of participating in a girls‐only space, including having a safe space to discuss issues that are normally avoided or regarded as taboo (i.e., sexuality, sex, substance use, suicide and eating disorders) and to obtain accurate information about these issues. Discussion: Analysis of the focus groups with girls, mentors and facilitators reveals that the girls’ groups align with the best practices identified in the literature. While the 4 content of individual groups varied based on local context, program model, and issues identified as important and relevant by girls, all of the programs reviewed included components on body image & self‐esteem, gender‐based violence prevention, healthy relationships, safer sex & sexuality, and physical activity. As well, girls’ groups may indirectly impact health behaviours like the prevention of tobacco uptake and smoking reduction through improvements in self‐esteem, increased ability to recognize and resist peer pressure, stronger critical thinking skills, and the development of stronger social connections. Conclusion: Overall, girls' groups have built on and extended effective practices in promoting healthy living while simultaneously addressing the social and political issues that their members face. If girls' groups, such as those affiliated with the Girls Action Foundation, are supported in further expanding and refining their work through the utilization of health promotion best practices frameworks, it may be possible to measure healthy living outcomes as a product of these groups. In turn, health promotion agencies may benefit from more closely examining models of engagement used in these girls' groups as a possible strategy for extending the reach of other health promotion efforts.

Full-text (2 Sources)

Download
60 Downloads
Available from
May 29, 2014