The effects of out-of-school time on changes in youth risk of obesity across the adolescent years

This study examined the longitudinal effects of out-of-school time (OST) activities on youth weight-status through mid-to-late adolescence. First, using pattern-centered methods, we identified the prominent ways in which youth allocate their OST across 12 common active and sedentary activities available to them. Second, through multi-level modeling procedures we examined the relation of OST activity patterns to: 1) BMI-status during the 11th grade, and; 2) within-person change in BMI-status across the adolescent years. After accounting for race, gender, SES, pubertal-status, and gaming, youth who participated in a sports-dominant activity pattern for 2 or more years had significantly lower 11th grade odds of being at-risk for overweight/obesity compared to youth in all other activity patterns. Youth of all other activity patterns had similar odds of being at-risk as Low-Activity youth and each other. Understanding the relations of OST to youth healthy weight is a critical first step in developing healthy OST settings.

Validity and reliability of a simple, low-cost measure to quantify children's dietary intake in afterschool settings

BACKGROUND

Interest in evaluating and improving children's diets in afterschool settings has grown, necessitating the development of feasible yet valid measures for capturing children's intake in such settings.

OBJECTIVE

The purpose of this study was to test the criterion validity and cost of three unobtrusive visual estimation methods compared with a plate-weighing method: direct onsite observation using a 4-category rating scale and offsite rating of digital photographs taken onsite using 4- and 10-category scales.

DESIGN

Researchers observed and photographed 174 total snack meals consumed across 2 days at each program.

PARTICIPANTS/SETTING

Participants were 111 children in first through sixth grades attending four afterschool programs in Boston, MA, during December 2011.

STATISTICAL ANALYSIS

Visual estimates of consumption were compared to weighed estimates (the criterion measure) using intraclass correlations.

RESULTS

All three methods were highly correlated with the criterion measure, ranging from 0.92 to 0.94 for total calories consumed, 0.86 to 0.94 for consumption of prepackaged beverages, 0.90 to 0.93 for consumption of fruits/vegetables, and 0.92 to 0.96 for consumption of grains. For water, which was not preportioned, coefficients ranged from 0.47 to 0.52. The photographic methods also demonstrated excellent interrater reliability: 0.84 to 0.92 for the 4-point and 0.92 to 0.95 for the 10-point scale. The costs of the methods for estimating intake ranged from $0.62 per observation for the onsite direct visual method to $0.95 per observation for the criterion measure.

CONCLUSIONS

Feasible, inexpensive methods can validly and reliably measure children's dietary intake in afterschool settings. Improving precision in measures of children's dietary intake can reduce the likelihood of spurious or null findings in future studies.

Promoting Nurturing Environments in Afterschool Settings

Given the rise in dual-career and single-parent families, and the need for monitoring and supervision during out-of-school time, afterschool settings are becoming important contexts for the prevention of problem behaviors and the promotion of the positive development of youth. Research indicates that high-quality afterschool programs can have positive effects on children's academic, socio-emotional, and behavioral outcomes. But less is known about how these influences occur and potential mechanisms involved in this nurturing and promotion process. This paper draws upon the current theoretical and empirical literature in school settings and beyond to examine ways in which afterschool settings can be leveraged as a potential nurturing environment. We apply the conceptualization of nurturing environments put forth by Biglan et al. (Am Psychol 67(4):257-271, 2012. doi: 10.1037/a0026796 ), which attends to the minimization of toxic social and biological conditions, reinforcement of diverse prosocial behaviors, limiting opportunities and influences for problem behavior, and promoting psychological flexibility in the pursuit of one's values and goals. This paper concludes by identifying potential future research directions and practice implications regarding afterschool settings as nurturing environments for all youth.

Culturally Responsive Practices: Insights from a High-Quality Math Afterschool Program Serving Underprivileged Latinx Youth

High-quality afterschool programs (ASPs) are opportunities to diversify the ways that Latinx youth from economically underprivileged communities experience STEM learning. Utilizing qualitative methods, based on the experiences and perspectives of low-income Latinx middle school participants of a math enrichment ASP in Southern California, we identified four culturally responsive practices: (1) the promotion of an inclusive, safe, and respectful program climate, (2) engaging in personal conversations, (3) facilitating opportunities for mutual and math learning across diverse cultures and perspectives, and (4) the promotion of math and a range of social-emotional skills across contexts. These practices helped youth feel more connected to the program, their peers, and program staff (college mentors); provided a platform for youth voice and contribution to the processes of teaching and learning; facilitated opportunities for skill development and practice across the different contexts of youth's lives; interrelated with Latinx cultural values; and helped to promote youth's engagement and math learning. Importantly, youth's relationships with their mentors was a significant aspect of their experiences and perceptions of these practices. We argue that culturally responsive practices are necessary to achieve high-quality programs and provide specific implications for how ASPs can implement them in the design and implementation of their programs.

Staff's perceptions of the use of evidence-based physical activity promotion strategies for promoting girls' physical activity at afterschool programs: a qualitative study

There is a need to improve girls' physical activity (PA) in afterschool programs as girls' PA levels are consistently lower than boys'. An evidence-based professional development framework, the 5 Ms, has been effective in helping staff to improve PA in both girls and boys but further improvements in girls' PA are needed. Little is known about staff's perceptions of using PA promotion strategies to promote girls' PA. Therefore, the purpose of this study was to explore staff perceptions of the use of evidence-based PA promotion strategies for promoting PA in girls. Semi-structured interviews were conducted with staff from three community-based afterschool programs located within a school setting (n=18). Data were analyzed using the process of immersion/crystallization. A majority of staff had some knowledge of PA promotion strategies but few staff consistently utilized these strategies and a majority felt several strategies were unnecessary (i.e., having a PA policy). Newer staff reported depending on senior staff to promote PA in girls. Overall, findings suggest that staff's perceptions may impact their use of PA promotions strategies. The results of this study will contribute to the enhancement of an existing staff training framework (the 5 Ms) to improve girls' PA in afterschool programs.

Supporting Out-of-School Time Staff in Low Resource Communities: A Professional Development Approach

Federally funded out-of-school time (OST) programs provide academic support, enrichment, and safety for students and families in low-resource communities. However, programs struggle to meet these aims, in part because of the lack of program structure and limited training and support for staff. This observational case study documents the training and technical assistance (TA) delivered to OST frontline staff and program leadership to implement Positive Behavior in Out-of-School Time (Positive BOOST), an adaptation of positive behavior interventions and supports conducted in multiple settings. Findings across three programs indicate that varied levels of TA (i.e., business as usual, performance feedback, coaching) are associated with different levels of staff- and program-level implementation. Taken together with previous research, these findings suggest that targeted investment in developing the skills of OST staff and improving program-wide outcomes is critical for supporting youth in low-resource communities.

The "Haves, Have Some, and Have Nots:" a Latent Profile Analysis of Capacity, Quality, and Implementation in Community-Based Afterschool Programs

Implementation of evidence-based practices is a critical factor in whether afterschool programs are successful in having a positive impact upon risk reduction and positive youth development. However, important prevention research reveals that contextual and organizational factors can affect implementation (Bradshaw & Pas in School Psychology Review, 40, 530-548, 2011) (Flaspohler et al., in American Journal of Community Psychology, 50(3-4), 271-281, 2012) (Gottfredson et al., Prevention Science, 3, 43-56, 2002) (McIntosh et al., Journal of Positive Behavior Interventions, 18(4), 209-218, 2016) (Payne in Prevention Science, 10, 151-167, 2009). Using a latent profile approach (LPA), this paper examines multiple organizational and neighborhood contextual factors that might affect the degree to which afterschool programs effectively implement evidence-based practices in the context of a cluster-randomized trial of the Paxis Good Behavior Game (PaxGBG). The Interactive Systems Framework (ISF) explores dimensions of capacity that might matter for prevention efforts. As expected, we found that well-resourced and high-quality programs performed well in terms of implementation (the Haves) and, in neighborhood contexts rich in racial-ethnic diversity. Yet, we found that some programs with less physical and material capacity (the Have Nots), demonstrated greater program quality (i.e., supportive adult and peer relationships, engagement, a sense of belonging) and implementation, relative to programs with better capacity (e.g., space, material resources, staffing, and leadership, the Have Somes). While capacity matters, intentional prevention initiatives that seek to promote evidence-based practices are helpful to sites in supporting organizations that might otherwise fail to provide quality programming for youth. This paper addresses a conundrum in prevention science, namely, how to make programming accessible to those who need it with a focus on organizational processes, program quality, and implementation of evidence-based practices.

The influence of social support, social affiliation and intrinsic motivation for increasing underserved youth's physical activity: A social climate-based intervention study

The purpose of this study was to investigate the influences of intrinsic motivation, social affiliation orientations and reciprocal social support for physical activity (PA) on underserved youths' afterschool period moderate-to-vigorous (MVPA) changing trajectories across the 16-week Connect through PLAY intervention, a social-motivational climate intervention. A total of 113 youth (61.06% African American, 56.64% girls) provided full data. Youths' intrinsic motivation, social affiliation orientations and social support were measured by youth responses to a set of surveys at baseline and post-intervention. Youths' afterschool period MVPA was measured using data from 7-day ActiGraph accelerometer wear at baseline, midpoint and post-intervention. Hierarchical linear modelling analysis found that youth daily afterschool period (3pm-6pm) MVPA increased, on average, 37.94 min across the 16-week intervention. Increases in intrinsic motivation, social affiliation orientations and social support were positive predictors of youth afterschool MVPA changing trajectory. The findings clarify the contributions that a social-motivational climate intervention can have on youth afterschool period MVPA through increasing youth intrinsic motivation, social affiliation and reciprocal social support.

Maternal and Child Health Nutrition Faculty and Trainees Work Collaboratively with Community Partners to Assess Afterschool Nutrition Environments

Purpose The purpose of this paper is to describe a collaborative service learning experience (SLE) which was part of the degree requirements of the Public Health Nutrition Graduate Program at the University of Tennessee. The SLE was collaboratively developed by the University of Tennessee's maternal and child health (MCH) nutrition leadership education and training (NLET) Program Director and the Knox County Health Department's healthy weight program manager. Description The SLE was a semester long project that included instructional time and fieldwork. Coursework focused on development of a community nutrition needs assessment, how to interpret and analyze assessment data, and how to use assessment data for program planning and policy development. Fieldwork consisted of interacting with an interprofessional team, assessing the nutrition environment at two afterschool sites, conducting a plate waste study to determine the amount of food consumed by children at the sites' dinner meals, interpreting and analyzing data, and developing and presenting recommendations for improvement. Assessment Trainees successfully completed all aspects of the SLE. They completed a community needs assessment of the neighborhoods surrounding the two afterschool program sites, conducted nutrition environment audits, including meal observations, and measured and analyzed plate waste from dinner meals served at the sites. Using the data gathered and collected, they prepared suggestions for nutrition environment improvements and policy development for community partners. Conclusion The SLE allowed trainees to develop MCH competencies and professional skills required in public health nutrition, while providing valuable data that subsequently was used to establish nutrition-related policies and interventions.

Organized afterschool activities as a developmental context for children and adolescents

The last 40 years have been marked by a growing appreciation of organized afterschool activities as a developmental context, with evidence that these activities are linked to academic, social, and behavioral outcomes at least in the short term. In this chapter, we focus on research that builds on these earlier advances to extend afterschool research in two areas that are critical to the future of this field. First, we feature research that examines organized activities longitudinally from kindergarten through the end of high school, enabling us to study organized activities in relation to academic, social-emotional, behavioral, and health outcomes in both the short-run and long-run, including into adulthood. We then turn to a second advance: research focused on organized activities that serve minoritized children and adolescents. These studies identify the barriers minoritized youth often face and how activities can be designed to support their positive development, including efforts to provide culturally responsive programming. Promising directions for future research are presented in a third section.