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 YMCA Head Start Boys n Girls Club After school

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

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.

Method Participants & Procedures Methods 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

Surveys Goal Orientations Expectancies, Values and Cost 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)

Results ANOVA Stepwise 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

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.

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

Questions