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
YMCA
Head Start
Boys n Girls
Club
After school

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 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

7. 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)

8. 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

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