Physical activity and positive youth development: Impact of a school-based program
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TLDR
School partnerships with youth development programs promoting physical activity and physical activity among low-income students may ameliorate declines in emotional well-being and increase physical activity.Abstract:
BACKGROUND: Protective factors associated with positive youth development predict health and education outcomes. This study explored trends in these protective factors and in physical activity among low-income students, and determined the impact of a school-based youth development program on these trends.
METHODS: This study used a quasi-experimental time series design including data from 158 low-income schools from 2001 to 2007. Ninety-four schools had exposure to a school-based program promoting physical activity and youth development through structured play; 64 schools served as controls. Primary outcomes were 5th-grade student scores (n = 13,109) on a California statewide survey for physical activity (1–6 scale) and measures of protective factors including problem solving skills, meaningful participation in school, and caring adults (1–4 scales). Predictors were time (year) and school's number of years of exposure to the program.
RESULTS: Overall, significant annual declines were seen in protective factors, including students' report of feeling safe (−0.03, 95% CI [−0.03, −0.01]), caring adults at school (−0.03 [−0.05, −0.02]), and problem solving skills (−0.03 [−0.04, −0.02]). Cumulative declines over 6 years were equivalent to a drop of 1 school-level SD. Each additional year of exposure to the program predicted greater meaningful participation (0.02 [0.001, 0.5]), problem-solving skills (0.03 [0.0001, 0.06]), and increased physical activity (0.06 [0.01, 0.10]); exposure throughout elementary school (6 years) increased scores by 1 school-level SD.
CONCLUSIONS: Low-income students reported a significant decline in protective factors since 2001. School partnerships with youth development programs promoting physical activity may ameliorate declines in emotional well-being and increase physical activity.read more
Citations
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Impact of a Social-Emotional and Character Development Program on School-Level Indicators of Academic Achievement, Absenteeism, and Disciplinary Outcomes: A Matched-Pair, Cluster-Randomized, Controlled Trial.
Frank Snyder,Brian R. Flay,Samuel Vuchinich,Alan C. Acock,Isaac J. Washburn,Michael W. Beets,Kin-Kit Li +6 more
TL;DR: Evidence is provided that a comprehensive school-based program, specifically developed to target student behavior and character, can positively influence school-level achievement, attendance, and disciplinary outcomes concurrently.
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Using Social-Emotional and Character Development to Improve Academic Outcomes: A Matched-Pair, Cluster-Randomized Controlled Trial in Low-Income, Urban Schools.
Niloofar Bavarian,Kendra M. Lewis,David L. DuBois,Alan C. Acock,Samuel Vuchinich,Naida Silverthorn,Frank Snyder,Joseph Day,Peter Ji,Brian R. Flay +9 more
TL;DR: A school-based SECD program was found to influence academic outcomes among students living in low-income, urban communities and mechanisms by which changes in SECD influence changes in academic outcomes are examined.
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TL;DR: This review is to provide information to guide evidence-based recommendations that can be used to encourage healthy, active living in apparently healthy children and young people aged 5-17 years, and as a basis for monitoring physical activity on a population level.
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