Levels of participation in physical activity and sport by the New Zealand population are in decline, whilst the levels of sedentary behaviours are rising. Developing positive physical activity experiences, perceptions and habits in childhood may provide an effective approach to decrease the burden of inactivity. The purpose of this thesis was to improve knowledge of the efficacy of a sport-based intervention to increase physical activity levels of New Zealand children from a low socio-economic background. This was achieved by implementing an after-school soccer intervention at two low decile schools in Auckland, New Zealand. To determine current levels of physical activity, fifty-eight children wore a NL-2000 pedometer for four consecutive days (three weekdays and one weekend). Mean step counts (± SD) for boys were 17018 (± 4640) and for girls 12415 (± 4329) on weekdays, and for boys 12507 (± 4338) and girls 9537 (± 4421) on weekends. Nearly 50% of girls and 37% of boys were not reaching previously published daily step count recommendations of 15,000 for boys and 12,000 for girls during weekdays. The feasibility and efficacy of a six-week after-school soccer programme (2/hr.wk-1) on physical activity levels of 70 children (43 boys, 27 girls) compared to a control group of 25 children (23 boys, 2 girls) was determined in a randomised controlled trial. Measures of physical activity (4 day sealed pedometry), mass and height were completed at baseline, Week 6 (end of the intervention), and at three-month post-intervention. Compared to control, participants in the soccer programme attained higher weekday step counts after 6 weeks (treatment 16980 ± 4515; control 15021 ± 3783) and these were sustained three months post-intervention (treatment 16218 ± 4591; control 14591 ± 3488). However, these step count differences were not statistically significant. When children were grouped into activity tertiles (low, moderate and highly active) the intervention effect was more evident in the low to moderately active children. Further analysis revealed that the treatment groups’ moderate activity tertile was significantly more active than the control at follow up (p = 0.0399). This programme may offer a viable alternative to traditional physical activity interventions which concentrate on other forms of physical activity accumulation such as active transport and physical education. However, additional research needs to be carried out to determine whether the absence of statistical differences is simply a lack of statistical power.

Thesis (Ph. D.)--Michigan State University. Community, Agriculture, Recreation and Resource Studies, 2008. / Title from PDF t.p. (viewed on July 2, 2009) Includes bibliographical references (p. 109-120). Also issued in print.

Thesis (Ed.D.)--Georgia Southern University, 2008. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Linda M. Arthur. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 123-128) and appendices.

Thesis (Ph.D.)--Drexel University, 2010. / Includes abstract and vita. Includes bibliographical references (leaves 115-145).

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 142-152).

abstract: With many students of all ages attending after school programs (APSs) where there are a variety of program specific goals, this study examined the physical activity (PA) patterns of youth and teens attending afterschool programs as well as their physical activity during the school week. The first phase of the study used a validated observational instrument System for Observing Play and Leisure in Youth (SOPLAY) to record PA data and contextual aspects. Data was analyzed using cross-tabulations, chi-square test, and a table created to understand moderate to vigorous physical activity (MVPA) levels and contextual variables of the ASP. Findings suggest both girls and boys engaged in MVPA in environments built for play, while the mean percentage of girls engaged in MVPA was less than boys regardless of activity area. The second phase of the study used a survey comprised of two self-administered instruments. The first section used the Middle School Health Behavior Survey (MSHBS), which has been previously validated to record youth and teens PA behaviors during the past school week inside and outside of school. The second portion of the survey asked youth and teens about PA participation, leisure time, perceptions of the after school program, and choices within the after school program using the validated Kaiser Physical Activity Survey (KPAS). Data was analyzed using descriptive statistics to calculate and summarize data within and across both groups. Results showed more than half of youth and teens surveyed were active in some form during the past week regardless of being in school or outside of school, approximately less than a third are in front of a television or computer for less than an hour, and the favorite part of the ASP to youth and teens was the Gym and Friends respectively. / Dissertation/Thesis / Doctoral Dissertation Physical Education 2015

No description available.

The aim of this work is to investigate what after-school teachers from various schools and after-schools feel about the importance of physical activity. But also how they work to stimulate and support children/pupils physical activity development in the after-school center. The work also highlights health from a physical perspective. The study provides a historic look of the conditions for the after-schools. Through qualitative interviews I want to find out how the after-school pedagogue thinks of physical activities importance for the health and development of the children. How they work with their new assignment Lgr11 to be a supplement to school. In summary the results indicate that all the respondents think that it is important to work with physical activity. Childrens interest have decreased in physical activities while the mobile, the Ipod and the computer have become more interesting hobbies. The leisure pedagogue likes to offer a “smorgasbord” to the children/pupils that contain various activities. It is very important that they are allowed to choose activity themselves. The physical activity should be done in an enjoyable way. Some leisure- pedagogues thought that by being flexible in their planning, they could stimulate childrens interest in physical activity and also social interaction at the after-school center. Keyword, Leisure-pedagogue, after-school center, physical activity

This project measured the effectiveness of after school physical activity programs which emphasized moderate to vigorous physical activity (MVPA) and motor skill improvement. Children (n=41) from sport-based program and low-organized games-based programs were recruited. MVPA was measured using accelerometry and motor skill proficiency via the Test of Gross Motor Proficiency 2. Although, children in both programs participated in significant MVPA (more than 50% of program time engaged in MVPA), sport-based program participants obtained significantly (p<0.05) more MVPA. Children in the games-based program experienced a greater increase in gross motor quotient scores, though not significant (p>0.05), but with a moderate effect size (?=0.06). Overall after school physical activity programs provide positive contributions to daily MVPA. Participants in low-organized games based programs may experience a greater increase in motor skill proficiency. Further research is needed to determine the effects of program type on MVPA and motor skill development.