Open AccessFitness, PA, Perceived Competence, Parental Support, and Literacy Outcomes in the REACH After-School Sports Program
Author(s) -
Risto Marttinen,
Kathleen Wilson,
Kelly C. Johnston,
Ray N. Fredrick,
Silvia Battistella,
Samantha T. Ives,
Kelsey L McAlister
Publication year - 2021
Publication title -
collegium antropologicum
Language(s) - English
Resource type - Journals
eISSN - 1848-9486
pISSN - 0350-6134
DOI - 10.5671/ca.45.3.6
Subject(s) - data collection , competence (human resources) , psychology , intervention (counseling) , multi stage fitness test , cardiorespiratory fitness , literacy , medical education , physical fitness , medicine , physical therapy , pedagogy , social psychology , statistics , mathematics , psychiatry
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.