Izvorni znanstveni članak
https://doi.org/10.5671/ca.45.3.6
Fitness, PA, Perceived Competence, Parental Support, and Literacy Outcomes in the REACH After-School Sports Program
Risto Marttinen
orcid.org/0000-0003-3807-5684
; George Mason University, Fairfax, VA, USA
Kelsey L. McAlister
orcid.org/0000-0003-1548-4936
; University of Southern California, Los Angeles, United States of America
Samantha T. Ives
; George Mason University, Virginia, United States of America
Silvia Battistella
; George Mason University, Virginia, United States of America
Ray N. Fredrick III
; United States Military Academy at West Point, West Point, United States of America
Kelly Johnston
; Baylor University, Waco, United States of America
Kathleen S. Wilson
; California State University, Fullerton, United States of America
Sažetak
The purpose of this study was to assess the effectiveness of the REACH program in increasing physical activity (PA) levels, cardiorespiratory fitness, perceived competence, self-efficacy, parental support, and literacy across a year-long after-school PA intervention. Participants (N = 78) were students who volunteered from after-school program at either one of the two intervention schools or the control schools. Data are presented from two time points: Baseline (Aug/Sep 2017), and Post (end of the school year in May 2018). Data consisted of PA levels measured by PAC-Q, PACER test, Harter’s Perceived Competence questionnaire, parental support, and literacy tests. School differences in post-intervention scores were found in three (parental support, literacy, PACER) of seven intervention-related measures. Most notably parental support was higher in intervention schools over the control and PACER scores were higher in one intervention school than the control. The results demonstrate that data collection methods may need to be reconsidered in diverse low-income schools. The dramatic amount of missing data and lack of student effort points to students perhaps being overwhelmed with standardized tests and performing tasks for researchers. This leads to a dilemma in data collection in after-school programs in low-income schools: researchers need data to understand what is happening but how are students being served by the data collection process? Researchers should consider new approaches to collect data in low-income urban after-school programs to limit loss of data and to make the data collection meaningful to student participants.
Ključne riječi
FITNESSGRAM, Latino/a, Low-income Title I, Youth development
Hrčak ID:
269706
URI
Datum izdavanja:
23.9.2021.
Posjeta: 577 *